1

Mini Unit:
Gymnastics

3501 – Curriculum and Instruction

3504 – Evaluation of Learning
(MNO)
October 31st, 2017

By:
Callie Morris & Jamie Sullivan
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Table of Contents
Introduction/Preparation before Lessons Start

Safety Requirements (Pg.3)

Warm-up Activities (Pg.4)

Materials/Equipment Required (Pg.5)

Lesson (Balance) #1
Lesson Plan (Pg.6)

PowerPoint Presentation (Pg.11-12)

Formative Assessment - #1 (Pg.13)

Formative Assessment - #2 (Pg.14)

Lesson (Jumping and Landing) #2

Lesson Plan (Pg.15)

Simon Says (Pg.20)

#1-5 Stations (Pg.21)

Formative Assessment - #1 (Pg.26)

Formative Assessment - #2 (Pg.31)

Lesson (Rolls) #3
Lesson Plan (Pg.32)

Varity of Rolls (Pg.37)

Formative Assessment - #1 (Pg.41)

Formative Assessment - #2 (Pg.43)

Performance Task

Performance Task - “Time to Create a Routine” (Pg.44)

Routine Template (Pg.45)

Ideas for Creating the Routine (Pg.46)

Group Checklist (Pg.50)

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Summative Assessment
Anecdotal Notes (Pg.51)

Rubric (Pg.52)

Rationales
Assessment Rationale (Pg. 53)

Inquiry Question (Pg.56)

Focusing Question Rationale (Pg.56)

Introduction/Preparation Before Lessons Start (Before Every Lesson)

Teacher will go over Safety Requirements before each lesson

Safety Requirements/Expectations

Must have appropriate gym attire for gymnastics, do not wear jeans! (shorts, track pants,
leggings, t-shirt, jersey)

No shoes! Only socks or barefoot

Hair should be tied back

No jewelry (necklace, earrings, rings and anklets)

Plastic/metal drink bottles, ONLY water allowed (no pop or juice)

No eating in the gym

Never work without mats

Only use equipment when supervised by the teacher (permission from the teacher)

Always have a spotter/partner with you when attempting skills (can be dangerous!)
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Warm-up before each of the lessons start – Examples of STRETCHES

In a big circle
• Lesson #1 Teacher Led: (Teacher leads the warm-up – copy/follow the teacher) 10 minutes
• Lesson #2 With a Partner: (Students will stretch with a partner during warm-up) 5 minutes
• Lesson #3 Student Led: (Pick 2-4 individuals who WANT to lead the warm-up in the middle
of the circle) 10 minutes
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Materials/Equipment Required: The teacher should have materials/equipment ready for each
lesson (these are the required materials/equipment)

Lesson #1
• Safety Mat
• Portable Smartboard
(PowerPoint/Video)
• Music
• Copies (Balance
Poses)

Lesson #2
• Safety Mat
• Rectangular Prism
Mat
• Hurdles
• Skipping Rope
• Copies (Balance
Poses, Stations #1-
5)
• Music

Lesson #3
• Safety Mat
• Smartboard (Videos)
• Copies (varsities of
rolls and
instructions)
• Music
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LESSON PLAN #1
Grade/Subject: Gr.4/Physical Education Unit: Gymnastics #1 - Balance
Lesson Duration: 60 minutes d
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Overview of lesson:
Students will learn and practice balance using various balance poses. Students will be presented with
multiple PowerPoint example photos of balance positions rated easy to hard. The first activity will be to
perform with their partners (groups of 4-6) the balance positions shown on the PowerPoint. For the second
activity, the students will create 4-6 balance positions of their own and each group will then share what they
have created.

General Learning Outcomes:

(Specific from Program of Study)
• General Outcome A - Activity – basic skills and application of basic skills
• General Outcome B - Benefits Health – functional fitness
• General Outcome C - Cooperation – communication, leadership, teamwork
• General Outcome D - Do it Daily…for Life! – Effort, safety, goal setting/personal challenge

Specific Learning Outcomes:

(Specific from Program of Study)
• A4–3 select, perform and refine simple non locomotor sequences
• B4–7 demonstrate changes that take place in the body during physical activity
• C4–4 select and demonstrate responsibility for assigned roles while participating in physical activity; and,
accept ideas from others that relate to changing/adapting, movement experiences
• D4–9 make decisions to be active within group activities or individually

LEARNING OBJECTIVES

1. Promote physical wellbeing by acquiring skills through a variety of developmentally appropriate

movement activities like gymnastics or dance
2. Develop spatial awareness by using elements of the body, effort and relationships to a variety of
stimuli to improve personal performance
3. Demonstrate both creativity through their poses and teamwork within their groups
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Inquiry Question:
• How does balance help students in sports?
• How do we use balance in our daily lives?
Guiding Questions:
• Can one of you show me how to balance using one body part? Two body parts?
• Can anyone make an interesting shape while balancing?
• What sports or activities use balance as a skill? (e.g. yoga, gymnastics, dancing, figure skating, hockey,
martial arts, curling.)

ASSESSMENTS

Formative: #1 Thumbs up/sideways/down (throughout the class)

• Students will use their thumb to communicate understanding of questions or
discussions
Thumbs up means “I got it/Yes”, thumbs sideways mean “I’m not sure/maybe”, and
thumbs down means “I’m lost/No”

#2 Chain Events - Graphic Organizer (Pg. 10)

• The students are required to draw their 4-6 balances possess on the assessment sheet
“Chain Events” in the order that they will share
• Space is provided for extra comments if they wish
• Each student in a group must identify and show the teacher their favourite balance pose
(checkmark the box)

#3 Self-assessment (Pg. 11)

• The students are required to fill out a self-assessment sheet for personal feedback
• The self-assessment will be used to help the teacher check student’s levels of
achievement
• The self-assessment will provide feedback on what went well and what did not go well
during the lesson/activity

• Summative will be at the end of the unit (Performance Task “Time to Create a Routine!”) (Pg.44)

LEARNING RESOURCES CONSULTED

Resource #1:
• https://www.youtube.com/watch?v=jl5_bCp_7R0
• Got the idea from this video of using balance positions and then creating their own balance positions
in a small group
Resource #2:
• https://www.youtube.com/watch?v=OCIVxP4n5EQ
• The video will be a hook/attention grabber. The video will describe the introduction of the lesson to the
students. Hopefully the students will laugh and understand that the video is all about balance.
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Resource #3:
• https://education.alberta.ca/media/160191/phys2000.pdf
• This resource is the Program of Study for Physical Education. The lesson plan follows the general
outcomes and the specific outcomes. Using ideas and expectations for physical education
Resource #4:
• Gymnastics Foundation Book by Keith Russell
• Incorporated ideas from the “Gymnastics Foundation” for balance techniques

MATERIALS AND EQUIPMENT

• Laptop (PowerPoint/smart board/music)

• 28 saftey mats (safety reasons)
• Copies (Balance Positions Ideas)
• Copies (Chain of Events & Self-Assessments)

PROCEDURE

Introduction
(15 minutes)

Hook/Attention Grabber (3 minutes):

• Start off with a video (Animals With Amazing Balance) on the floor in front of the Smart board after
warm-up
• The video will hopefully make the students laugh, engage them in the topic and be excited about the
activity
Assessment of Prior Knowledge: (2 minutes)
• After the video is played and before the lesson is introduced, the teacher will question the students to
determine prior knowledge on how the video relates to balance
• What did you notice in this video that I showed you?
• What are some examples of balance that you have seen? (walking on a beach, sneaking around the
house on tiptoes, etc.)
• What sports or activities use balance as a skill? (ballet, gymnastics, skating, skateboarding,
snowboarding, etc.)
Expectations for Learning and Behavior:
• This lesson is an introduction to Gymnastics, focusing on balance
• Students will have different skill levels depending on their exposure to these non locomotor skills
• The assessment is to see how they can think creatively and perform
• Communication skills (students working well with their groups, talking and sharing ideas with each
other)
• Cooperation skills
• Teamwork
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• Exploring (creating balance positions)
Structure of the class
• Open space – students will be in groups of 4-6, spread out anywhere in the gym
• 28 students in total (15 girls and 13 boys)
• 1 ELL - Spanish (Student A: Female), 2 IEP’s Individual Education Plans (Student B: Male + C: Male)
and 1 ADHD (Student D: Female)
• In the gymnasium
Advance Organizer/Agenda:
• Class agenda is on the board at the beginning of class, this allows for students to become familiar with
what is expected (Warm up, Safety Expectation, Introduction of Activity, Activity #1 and Activity #2,
Clean up time/Self-assessment J)
• Set up Smart board (play hook/attention video, and teachers “PowerPoint introduction/balance poses)
• Arrange safety mats in the gym (create a big rectangle shape for all the students to do their balance
poses)
• Have handouts ready (Balance Position Ideas/Chain of Events/Self-Assessment)
Transition to Body (10 minutes):
• Instructions - “Please get in a big circle, then we will start our warm up” (Teacher led pg. 4)
• When all students are finished with the warm up, the teacher will start the lesson

Body
(40 minutes)

Learning Activity:
• (1 minute) - We will review central idea and lines of inquiry
• (1 minute) - Students will be paired up (randomly using popsicle sticks – make sure it is fair)
• (1 minute) - Discuss safety: How can we best ensure safety while performing balances? (use safety
mats, have a spotter with you at all times, shoes off, etc.)
• (2 minutes) - Students will have 6 PowerPoint example photos of balance positions rated easy to hard
(stars)
• (10 minutes) - The first activity, they will learn and practice balance using various balance poses
• The first activity will be to perform with their partners (groups of 4-6) the balance positions shown on
the PowerPoint
• (15 minutes) - For the second activity, students will create 4-6 balance positions of their own in their
group and then for each group (Students must use the “Chain of Event” to draw down their poses pg.
13)
• (10 minutes) - Students will then present their balance positions, 1 minute given for each group to
present
• For students who are not proficient at balancing they can use the wall for support until they can balance
by themselves
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• If a student is injured or sick that day they can verbally help create a balance position, or assist the
teacher during the activity. Students will also describe 3 things they learned from class to the teacher at
the end of class (it to make sure the student was listening/watching/helping out instead of sitting out
and doing nothing).

Closure
(5 minutes)

• (3 minutes) Put away gym mats

• (1 minute) Talk about what will be involved in the next class
• (1 minute) Fill out formative self-assessment
Consolidation/Assessment of Learning:
• The balance challenge allows them to learn how to work with others and use communication skills
• Balancing should cause them to reflect on how they would use this in a sport or in their daily lives
• Balance and control within the student's body is important
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PowerPoint Presentation (Teacher will present examples to students)
Ø You have 30-60 seconds to do each balance pose
Ø Try and hold each pose for 5 seconds and to challenge yourself you can try and hold
each pose for 10 seconds
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(Teacher will present more examples of balance poses on PowerPoint and
handout hardcopies – Presentation/Student Handout)
Ø NOW it is your turn to create 5-6 poses of your own
Ø Here are some ideas that your group can use
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FORMATIVE ASSESSMENT #1
Chain of Events
• Draw at least 4-6 balance positions in order that you will create with your group
• Check Mark the tiny red box your favorite balance you drew
• Write a sentence why you chose the balance position you drew in the Comment section

Balance 1 Balance 2

Balance 3

Balance 5 Balance 4

Comments
Balance 6
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FORMATIVE ASSESSMENT #2
P.E. Self-Assessment Exit Slip – Balance
Shade in a smiley face to show how you did in today's class

Yes A Little No
I can hold my pose for 5
seconds

I worked well with my

group

I was able to do all of

the poses

I had fun

I did my best

I learned something
new

What can I do better

the next time?
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LESSON PLAN #2
Grade/Subject: Gr.4/Physical Education Unit: Gymnastics #2 – Jumping and Landing
Lesson Duration: 60 minutes d
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Overview of Lesson:
Students will learn and practice ways they can jump and land with two feet. Students will be going through
5 stations which focus on soft landing, jumping a distance, jumping to the side, vertical and horizontal
jumps, jumping and landing with their feet together and apart. Students will have examples of the types of
jumps they can practice and use for the next class. Students will also understand the safety behind landing
and jumping.

General Learning Outcomes:

(Specific from Program of Study)
• General Outcome A - Activity – basic skills and application of basic skills
• General Outcome B - Benefits Health – functional fitness
• General Outcome C - Cooperation – communication, leadership, teamwork
• General Outcome D - Do it Daily…for Life! – Effort, safety, goal setting/personal challenge

Specific Learning Outcomes:

(Specific from Program of Study)
• A4–4 consistently and confidently perform locomotor skills by using elements of body and space
awareness, effort and relationships to a variety of stimuli to improve personal performance
• B4–3 experience movement, involving components of fitness
• C4–5 participate cooperatively in group activities
• D4–2 demonstrate factors that encourage movement

LEARNING OBJECTIVES

Students will (be specific)

1. Promote physical wellbeing by acquiring skills through a variety of developmentally appropriate
movement activities like gymnastics or dance
2. Develop spatial awareness by using elements of the body, effort and relationships to a variety of
stimuli to improve personal performance
3. Demonstrate knowledge and creativity through jumping and landing
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Inquiry Question:
• How does jumping and landing help students in sports?
• How do we use jumping and landing in our daily lives?
Guiding Questions:
• Can one of you show me how to land safely using feet together or apart?
• Did you jump off with both feet and land with your knees bent
• What sports or activities use jumping and landing as a skill? (e.g. basketball, gymnastics, volleyball,
track & field, soccer, football, etc.)

ASSESSMENTS

Formative: #1 Thumbs up/sideways/down (throughout the class)

• Students will use their thumb to demonstrate understanding of questions or
discussions
• Thumbs up means “I got it/Yes”, thumbs sideways mean “I’m not sure/maybe”, and
thumbs down means “I’m lost/No”

#2 Partner Checklist (Pg. 26)

• Students will find a partner in their group and check if their partner completed the task
within the 5 stations
• Teacher can see if the student was on task or not
• The checklist is also a great feedback to see if the student was struggling on a station
or a skill

#3 Self-assessment (Pg. 31)

• The students are required to fill out a self-assessment sheet for personal feedback
• The self-assessment will be used to help the teacher determine students’ levels of
achievement
• The self-assessment will provide feedback on what went well and what did not go well
during the lesson/activity

Summative:
• Summative will be at the end of the unit (Performance Task “Time to Create a Routine!”) (Pg.44)

LEARNING RESOURCES CONSULTED

Resource #1:
• https://education.alberta.ca/media/160191/phys2000.pdf
• This resource is the Program of Study for Physical Education. The lesson plan follows the general
outcomes and the specific outcomes. Using ideas and expectations for physical education
Resource #2:
• Gymnastics Foundation Book by Keith Russell
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• Incorporated ideas from the “Gymnastics Foundation” for jumping and landing techniques

MATERIALS AND EQUIPMENT

• Laptop (PowerPoint/smart board/music)

• 5 Skipping ropes
• 10 Small hurdles
• 2 Rectangular prism mats each (jumping off/on)
• 28 safety mats (safety reasons/for landing)
• Large open area for students to spread out
• Copies (Teacher’s notes on examples of jumping and landing ideas for “Simon Says”)
• Copies (#1-5 Stations of instructions)
• Copies (Partner Checklist/Self-Assessment)

PROCEDURE

Introduction
(10 minutes)

Hook/Attention Grabber (4 minutes):

• Ask students to place and arrange the equipment/materials into stations - provide copies of each
station will indicate how to set up the station pg. 15-19
• They will be excited and curious of what the lesson will entail
Assessment of Prior Knowledge (1 minute):
• After equipment/materials are placed in the gymnasium, gather the students into a big circle and ask
the students some leading questions for introducing landing and jumping
• What do you think this equipment is for? (skipping ropes, small hurdles, and rectangular prism
mats)
• What sports or activities use jumping and landing as a skill? (skiing, trampoline, basketball,
gymnastics, figure skating, ballet, etc.)
Expectations for Learning and Behavior:
• This lesson is an introduction to Gymnastics focusing on jumping and landing
• Students may have different skill levels depending on their exposure to these locomotor skills
• The assessment is to determine understanding of the safety rules of jumping, landing and also
performing
• Exploring (jumping, vertical, horizontal, feet together or apart, and one foot landing)
Structure of the class
• Open space – 5 of the stations will be spread out (Station #1 by the entrance doors, Station #2 by the
left corner by the equipment doors, Station #3 by the exit door, Station #4 by the washroom doors
and Station #5 in the center of the gym)
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• 28 students in total (15 girls and 13 boys)
• 1 ELL - Spanish (Student A: Female), 2 IEP’s Individual Education Plans (Student B: Male + C: Male)
and 1 ADHD - Not too severe/noticeable during P.E. (Student D: Female)
• In the gymnasium
Advance Organizer/Agenda:
• Class agenda is on the board at the beginning of class, this allows for students to become familiar
with what is expected ((1) Warm up (2) Safety Expectation (3) Set up Activity/Equipment’s
(4) Introduction of Activity (5) Start Activity (6) Clean up time/Self-assessment J)
• Have equipment brought out in a pile
• Have Station #1-5 taped to the floor or on the wall near the station setup
• Arrange safety mats
Transition to Body: (5 minutes)
• Instructions - “Please get in a big circle, then we will start our warm up” (Student partner led pg. 4)
• When all students are done warming up, the teacher will start the lesson
• 5 minutes warm-up instead of 10 minutes because “Simon Says” will be the other 6 minutes

Body
(45 minutes)

Learning Activity:
• (1 minute) We will review central idea and lines of inquiry
• (1 minute) Discuss safety: How can we best ensure that we are safe while performing, jumping and
landing? (Teacher will review the proper way of jumping and landing, use safety mats, have a spotter
with you at all times, shoes off, etc.)
• (8 minutes) Simon Says (introduce jumping and landing styles led by the teacher)
• Students will be paired up in groups of 4-6 (same partners from the balance lesson #1)
• Students will then find a partner in their group, students will alternate turns at each station
• There will be 5 stations for students to practice various jumping and landing skills with two feet or one
foot
• Teacher will briefly explain and demonstrate each station to the students. At each station, there will be
instructions of what to do taped on the floor or wall depending where the station is located
• (35 minutes) Each station will be 6 minutes, groups will rotate and try every station, 1 through 5
• There will be a “Partner checklist” both students will have to checkmark Did/Tried/Did Not for each
station for their partners
• Stations will be provided for a better understanding/instruction (Pg.21-25)
• Station #1 – Jump Over a Long Rope Lying on the Ground
• Station #2 – Jump Far and Land on the Safety Mat (Horizontal Jump)
• Station #3 – Jumping High on Safety Mat (Vertical Jump)
• Station #4 – Jump On/Off Rectangular Prism Mat Feet Together and Apart
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• Station #5 – Jumping over small hurdles
• If a student is injured or sick that day they can assist the teacher during the activity. Students will also
describe 3 things they learned from class to the teacher at the end of class (to ensure the student was
listening/watching/helping out instead of sitting out and doing nothing).

Closure
(5 minutes)

• (3 minutes) Put away equipment

• (1 minute) Talk about what will be involved in the next class
• (1 minute) Fill out formative self-assessment
Consolidation/Assessment of Learning:
• The jumping and landing stations allows students to learn and read instructions clearly. Also allows
them to try various ways of jumping and landing.
• Jumping and landing should cause them to reflect on how they would use this in a sport or in their
daily lives
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“Simon Says” (Teacher Sample)
Simon Says is an introduction of Jumps and Landings, students will copy what the teacher does
(mirroring the teacher, getting an idea of what jumps and landings are before starting the stations)

STRAIGHT JUMP

STAR JUMP

TUCK JUMP

STRADDLE JUMP

PIKE JUMP
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Stations #1-5 (Taped on the wall or floor in the gym for the students)

Station #1-5 will be taped to the wall or on the floor for each of the stations that will be located
for instructions
Station #1
Jump Over a Long Rope Lying on the Ground
Task:
There are two ropes on the ground, get into two
lines. Line up behind the first skipping rope (left) and line
up behind the second rope (right) Even yourself up.
1. Jump forward, over the rope with both feet. (turn
and repeat)
2. Jump backward, over the rope with both feet.
(turn and repeat)
3. Quickly jump forward and backward over the
rope with both feet
Repeat these steps until 8 minutes is up

Key Idea:
• Jumping
o Bend knees and hips
o Swing arms hard
o Push off the ground with the balls of feet
• Landing
o Bend knees and hips for “Quiet/soft Landings”
o Land on balls of your feet
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Station #2
Jump Far and Land on the Safety Mat (Horizontal Jump)
Task:
There are two red taped “lines” on the floor to “mark”
the start of the jump/run.

1. At the red line, jump as far as you can onto the

safety mat
2. Take 10 steps backwards from the red line
o Once you are 10 steps away from the red line
start jogging
o Start jogging and getting closer to the red line
then take a big jump forward and land onto the
safety mat
3. Take 20 steps backwards from the red line
o Once you are 20 steps away from the red line
start sprinting (running) as fast as you can
o Once you start sprinting and getting closer to the
red line then take a big jump forward and land
onto the safety mat
Repeat these steps at least 2 times until 8 minutes are
up

Key Idea:
• Jumping
o Bend knees and hips
o Swing arms hard
o Push off the ground with the balls of feet
• Landing
o Bend knees and hips
o Land forward NOT backwards
o Land on balls of your feet
o Arms forward when landing
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Station #3
Jumping High on Safety Mat (Vertical Jump)
Task:
Get into a line and go one at a time, repeat these
steps at least 2 times until 8 minutes are up
1. On the safety mat, jump up as high as you can and
land with little noise
2. On the safety mat, jump up as high as you can and
land with no noise
3. On the safety mat, jump with one leg as high as you
can and land with one foot (then switch legs)
Key Idea:
• Jumping
o Bend knees and hips
o Swing arms hard
o Push off the ground with the balls of feet
• Landing
o Bend knees and hips
o Land on balls of your feet
o Try and land quietly
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Station #4
Jump On/Off Cube Mat Feet Together and Apart
Task:
There are two rectangular prism mats, get into two
lines, one behind the first mat and one line behind the
second mat. The left box will be jumping on. The right
box will be jumping off. Repeat jumping on and off until
8 minutes is up
Jumping on the rectangle prism mat
1. Jump onto the mat and land with feet together and
knees bent for 5 seconds
2. Jump onto the mat and land with feet apart (feet
cannot touch each other, spread them out) and
knees bent for 5 seconds
3. Try and jump onto the mat with one leg and hold for
3 seconds (then switch leg)
Jumping off the rectangle prism mat
1. Jump off the mat and land with feet together and
knees bent for 5 seconds
2. Jump off the mat and land with feet apart and
knees bent for 5 seconds
3. Try and jump off the mat with one leg and hold for 3
seconds
Key Idea:
• Jumping
o Bend knees and hips
o Swing arms hard
o Push off the ground with the balls of feet
• Landing
o Bend knees and hips
o Land on balls of your feet
o Arms up to your chest
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Station #5
Jumping Over Small Hurdles
Task:
Get into a line and go one at a time, repeat these
steps at least 2 times until 8 minutes are up
1. Jump forwards over the yellow hurdles 5 times and
land with two feet together or a part
2. Jump sideways over the yellow hurdles 5 times and
land with two feet together or a part
3. Jump with one leg over the yellow hurdles 5 times
and land with one foot

Key Idea:
• Jumping
o Bend knees and hips
o Swing arms hard
o Push off the ground with the balls of feet
• Landing
o Bend knees and hips
o Land on balls of your feet
o Arms by your side (belly/chest area)
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FORMATIVE ASSESSMENT - #1
Partner Checklist #1
You and your partner will observe (watch) each other to see if you can complete the station by
check marking in the box “Did”, “Tried” OR “Did Not”
Name (Partner 1): Name (Partner 2):

Station #1
Jump Over a Long Rope Lying on the Did Tried Did Not Did Tried Did Not
Ground

My partner jumped forwards, over the rope

with both feet

My partner jumped backwards, over the

rope with both feet

My partner quickly jumped forwards and

backwards over the rope with both feet

My partner repeated the station at least

once

My partner bent their knees and hips when

jumping

My partner used their arms to jump (swing

arms hard)

My partner pushed off the ground with the

balls of their feet

My partner landed with knees and hips

bent

My partner landed “quietly OR a soft

landing”

My partner landed on balls of their feet

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Partner Checklist #2
Name (Partner 1): Name (Partner 2):

Station #2
Jump Far and Land on the Safety Mat Did Tried Did Not Did Tried Did Not
(Horizontal Jump)

My partner jumped forward from the red

line

My partner took 10 steps back, then

jogged and jumped forwards at the red line

My partner took 20 steps back, then

sprinted (run) and jumped forwards at the
red line

My partner repeated the station at least 2

times

My partner bent their knees and hips when

jumping

My partner used their arms to jump and

land (swing arms hard and forward)

My partner pushed off the ground with the

balls of their feet

My partner landed with knees and hips

bent and arms at their side

My partner landed forward when jumping

and not backwards

My partner landed on balls of their feet

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Partner Checklist #3
Name (Partner 1): Name (Partner 2):

Station #3
Jumping High on Safety Mat (Vertical Did Tried Did Not Did Tried Did Not
Jump)

My partner jumped up as high as he/she

could

My partner landed with little noise

My partner landed with no noise

My partner jumped with one leg as high as

he/she could and land with one foot

My partner repeated the station at least 2

times

My partner bent their knees and hips when

jumping up

My partner used their arms to jump and

land (swing arms hard and upwards)

My partner pushed off the ground with the

balls of their feet

My partner landed with knees and hips

bent and arms at their side

My partner landed on balls of their feet

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Partner Checklist #4
Name (Partner 1): Name (Partner 2):

Station #4
Jump On/Off Cube Mat Feet Together Did Tried Did Not Did Tried Did Not
and Apart

My partner jumped on the rectangular

prism box with feet together

My partner jumped off the rectangular

prism box with feet together

My partner landed with feet apart off and

on the prism box

My partner landed with one foot off and on

the prism box

My partner repeated the station at least 2

times

My partner bent their knees and hips when

jumping up and down from the box

My partner used their arms to jump and

land from the box

My partner pushed off the ground with the

balls of their feet

My partner landed with knees and hips

bent and arms at their side

My partner landed on balls of their feet

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Partner Checklist #5
Name (Partner 1): Name (Partner 2):

Station #5
Jumping Over Small Hurdles Did Tried Did Not Did Tried Did Not

My partner jumped forwards over the

yellow hurdles 5 times landed with feet
together OR apart)
My partner jumped sideways over the
yellow hurdles 5 times and land with two
feet together OR a part
My partner jumped forward OR sideways
with one leg over the yellow hurdles 5
times and land with one foot

My partner repeated the station at least 2

times

My partner bent their knees and hips when

jumping up forward or sideways

My partner used their arms to jump and

land (swing arms hard upwards)

My partner pushed off the ground with the

balls of their feet for each jump

My partner landed with knees and hips

bent and arms at their side

My partner landed on balls of their feet for

each jump
 31
FORMATIVE ASSESSMENT - #2
P.E. Self-Assessment Exit Slip – Jumping and Landing
Shade in a smiley face to show how you did in today's class

Yes A Little No
I did all 5 stations

I had enough time in

each station

I worked well with my

group

I had fun

I did my best

I learned something
new

What can I do better

the next time?
 32
LESSON PLAN #3
Grade/Subject: Gr.4/Physical Education Unit: Gymnastics #3 – Rolling
Lesson Duration: 60 minutes d

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Overview of Lesson:
Students will learn a variety of rolls (forward, backward, sideway rolls, etc.) along with variations (straddle
and pike, from the last lesson #2 Simon Says), through guided learning. For the first activity, the students
will watch a video and then perform the 4 rolling techniques shown. The teacher will pause the video to
give the students time to perform. For the second activity, the students will get into their groups and
perform more examples on their own with their group. The teacher will provide everyone with a copy of
instructions for the rolls they are to do. Students will read the instructions and be able to perform each roll
without visual assistance.

General Learning Outcomes:

(Specific from Program of Study)
• General Outcome A - Activity – basic skills and application of basic skills
• General Outcome B - Benefits Health – functional fitness
• General Outcome C - Cooperation – communication, leadership, teamwork
• General Outcome D - Do it Daily…for Life! – Effort, safety, goal setting/personal challenge

Specific Learning Outcomes:

• A4–6 Consistently and confidently perform manipulative skills by using elements of body and space
awareness, effort and relationship
• B4–2 Demonstrate and describe ways to achieve a personal functional level of physical fitness through
participation in physical activity
• C4–1 Articulate and demonstrate respectful communication skills appropriate to context
• D4–3 Follow rules, routines and procedures for safety in a variety of activities

LEARNING OBJECTIVES
 33
1. Promote physical well-being by acquiring skills through a variety of developmentally appropriate
movement activities like gymnastics
2. Develop independence by reading instructions and demonstrating the required skills without visual
assistance
3. Demonstrate creative thinking, ability to learn and perform, communication (sharing/collaborating),
and effort through varieties of rolls

Inquiry Question:
• How can you incorporate/use balance, jumping and landing into rolling? (dive roll, roll on a balance
beam)
• How can you use types of rolls in your daily life? (rolling out of bed, or rolling on the trampoline)
Guiding Questions:
• If I wanted you to fall forward, what’s the first thing you have to do?
• What do you think the purpose of rolling is?
• What sports or activities use types of rolls? (e.g. gymnastics, dance, wrestling, and etc.)

ASSESSMENTS

Formative: #1 Thumbs up/sideways/down (throughout the class)

• Students will use their thumb to check for understanding of questions or discussions
• Thumbs up means “I got it/Yes”, thumbs sideways mean “I’m not sure/maybe”, and
thumbs down means “I’m lost/No”

#2 Peer Assessment (Pg.41)

• Students begin to see each other as resources for understanding and checking for
quality work against previously determined criteria
• Students will be scoring their partners on Forward and Backward rolls using 3 = Yes, 2
= A little, and 1 = No
• The students will then total up the points, the higher the points show that the student
was able to do all the techniques properly, the lower the points show that the students
need more work or they are struggling
• The peer assessments identify students' strengths and weaknesses, giving the teacher
feedback

#3 Self-assessment (Pg.43)
• The students are required to fill out a self-assessment sheet for personal feedback
• The self-assessment will be used to help the teacher determine the students levels
• The self-assessment will provide feedback on what went well and what did not go well
during the lesson/activity
 34
Summative:
• Summative will be at the end of the unit (Performance Task “Time to Create a Routine!”) (Pg.44)

LEARNING RESOURCES CONSULTED

Resource #1:
• https://www.youtube.com/watch?v=wRGWIqLc5dg
• The video will be a hook/attention grabber. The teacher will play the video at 00:15 seconds from when
the raccoon starts rolling. The video will describe the introduction of the lesson to the students
Resource #2:
• https://www.youtube.com/watch?v=Ginta9ovBYo
• The video will help students try out 4 rolling skills for their first activity, step by step. Teacher will start
the video at 00:36 seconds till 2:24 minutes
Resource #3:
• https://education.alberta.ca/media/160191/phys2000.pdf
• This resource is the Program of Study for Physical Education. The lesson plan follows the general
outcomes and the specific outcomes. Using ideas and expectations for physical education
Resource #4:
• https://www.tes.com/teaching-resource/rolls-lesson-gymnastics-11006583
• I used this website for “Varieties of Rolls” as a work sheet for the students
Resource #5:
• Gymnastics Foundation Book by Keith Russell
• Incorporated ideas from the “Gymnastics Foundation” for rolling techniques

MATERIALS AND EQUIPMENT

• Laptop (Videos/smart board/music)

• 28 safety mats (safety reasons/for rolling)
• Copies (varsities of rolls and instructions)
• Copies (Partner Evaluation and Self-Assessment)

PROCEDURE

Introduction
(15 minutes)

Hook/Attention Grabber (3 minutes):

• Start off with a video (Chubby Rolling Raccoon is Boss) on the floor in front of the smart board after
warm-up
• The video will make the students laugh, engage them in the topic and be excited about the activity
Assessment of Prior Knowledge: (2 minutes)
 35
• After the video is played and before the lesson is introduced, the teacher will question the students to
determine prior knowledge on how the video relates to rolling
• What did you notice in this video that I showed you (a rolling raccoon)?
• What types of rolling have you seen? (rolling down a hill, rolling out of bed, etc.)
• What sports or activities use rolling as a skill? (dance, gymnastics, wrestling, etc.)
Expectations for Learning and Behavior:
• This lesson is another skill in Gymnastics, which students will focus on varieties of rolling
• Students may have a variety of different levels depending on their exposure to these locomotor skills
• The assessment is to see how they can think, perform skill, and work together
• Communication skills (students working well with their groups, talking and helping each other and
understanding the techniques and skills)
• Cooperation skills
• Teamwork
• Exploring (understanding more than one type of roll)
Structure of the class
• Open space – Students will be spread out through the gym working with their groups (in the corner,
center of the gym, by the bathroom doors, the exit door, etc.)
• 28 students in total (15 girls and 13 boys)
• 1 ELL - Spanish (Student A: Female), 2 IEP’s Individual Education Plans (Student B: Male + C: Male)
and 1 ADHD - Not too severe/noticeable during P.E. (Student D: Female)
• In the gymnasium
Advance Organizer/Agenda:
• Class agenda is on the board at the beginning of class, this allows for students to become familiar
with what is expected ((1)Warm up (2)Watch an introduction Video (3)Safety Expectations (4)Activity
#1 (5)Getting into your groups (6)Activity #2 (7)Show/Share With Another Group (8)Clean up time/Self-
assessment J (9)Introduce Project/Assignment)
• Set up Smart board (play videos/music)
• Have equipment brought out in a pile
• Arrange 28 safety mats (make 4 rows of 7 for activity #1, watching and trying out rolls)
• Have “Performance Task” copies ready for students at the end of class (instructions on what their
project/assignment is)
Transition to Body:
• (10 minutes) Instructions - “Please get in a big circle, then we will start our warm up” (Student class
led)
• When all students are in the gym and standing beside a classmate the teacher will start the class

Body
(40 minutes)
 36
Learning Activity:
• (1 minute) We will review central idea and lines of inquiry
• (1 minute) Discuss safety: How can we best ensure that we are safe while performing rolls? Using
safety mats, having a spotter with you at all times, shoes off, etc.)
(10 minutes) First Activity
• The teacher will show a video on 4 types of rolls on the smart board
• The video will start at 00:34 and should stop at 2:24
• Each clip shows a roll (ex. the log/sausage/pencil) the teacher will pause the video after each
example and give the students 2 minutes to practice
• The teacher will then resume the video and play the next example clip and pause the video for the
second roll and again give them 2 minutes. This will continue until the 4th roll is shown.
(28 minutes) Second Activity
• Teacher will hand out 28 copies of the “Variety of Rolls” (contains illustrations)
• Students are required to demonstrate if they can understand instructions without the video or the
teacher demonstrating how to perform the skill
• (23 minutes) Students will have time to practice within their groups (group members from lesson #1
and #2), they will work together on the hand out sheet given by the teacher, the “Variety of Rolls”
• (5 minutes) Students will find a partner in their groups of 4 or 6. They will do a “partner evaluation”
after practicing/performing the skill and technique
2 Options:
1. If students are having difficulty they may ask another group to help them (collaborate)
2. If another group does not know, the students can then ask the teacher ONLY if they have tried
asking other groups (3 before me rule, students will have to go to three other groups before they
can approach the teacher for help)
• If a student is injured or sick that day they can assist the teacher during the activity. They can help
other groups if they know how to do that specific skill. At the end of class students will describe to the
teacher, 3 things they learned from class (to make sure the student was listening/watching/helping out
instead of sitting out and doing nothing).

Closure
(5 minutes)

• (3 minutes) Put away equipment

• (1 minute) For the next class we will review the expectations for the project (Performance Task)
• (1 minute) Fill out formative self-assessment
Consolidation/Assessment of Learning:
• Variety of rolls allows students to work on performance skill, body spatial awareness, and safety of
how to fall forward, backwards and sideways without injuring oneself
 37
Variety of Rolls (Student Handout)

Pencil Roll
• Body Straight
• Legs together
• Toes Pointed
• Arms up
1 2
3
6
4
Make it Harder
5
Try a pencil roll where
only your mid section
can touch the floor
(don’t let arms or
legs touch the 1) Start in the tucked position
ground 2) Roll back onto the shoulders
3) Keep rolling back onto the shoulders
4) Round your back and roll forward building
momentum
Teddy Bear Roll
5) Keep rounding your back and roll forward
• Sit in straddle position
• Legs straight and toes building momentum
pointed 6) Try to stand without using your hands
• Hands just below knees
• Back rounded

If you have trouble with standing up

without using your hands, get a partner to
Questions to think about help you by standing in front and offering
How can you get into this roll?
assistance
How can you get out of this roll?
Can you think of any other simple rolls?
 Check mark YES or NO if you and your 38
partner/group can do these steps 1-5

Step 1 Y N
From standing, bend your knees and
straighten your arms in front of you.

Step 2
Place your hands on the floor, shoulder
width apart with fingers pointing forward
and your chin on your chest.

Step 3
Rock forward, straighten your legs and
transfer body weight onto shoulders.

Step 4
Rock forward on a rounded
back.

Step 5
Stand without using your
hands (keep hands up
when you stand.
 39

Y N Step 1
Check mark YES or NO if you From standing feet together,
and your partner/group can do bend your knees, crouch
these steps 1-4
down, chin to chest.

Y N Step 2
Lower body towards the ground with your body
close to you heels. Place your hands over
shoulders, palms facing upwards ready.

Step 3
Keep chin on chest.
Tuck legs and rock backwards
with rounded back.
Use hands to push you
through.

Step 4
Feet down first and use momentum
(drive/force) to move to standing
position (extend to stand up).
 40

Forward roll to pike/straddle stand

Straddle Position

Forward roll to Straddle stand

1. Start in a standing stretch
position.
2. Bend your knees and take
weight on hands, which are flat
and shoulder width apart.
3. Tuck head in and put your
chin on your chest, so contact
with the ground is made with
back of your head.
4. Keep in a pike shape/open
legs into straddle shape.
5. Place hands down and push
away from the floor leaning
forwards to bring body into
standing pike/straddle position.
6. Stretch at the end

1 Forward roll to Pike stand

6
. .
2 3 4 5
. . . .
 Formative Assessment - #1 41
Partner Evaluation Sheet
Performer:_______________________
Observer:________________________

Does Your Partner:

Check mark the boxes:
3 = Yes 2 = A little 1 = No
1 2 3
A. Start with feet together
and crouch down

B. Put hands shoulder width

apart on the mat

C. Tuck their chin to their

chest

Comment

1 2 3

A. Strong push

B. Roll on the shoulders

together

C. Tuck knees tight to their

chest

Comment

1 2 3

A. Reach forward to stand

B. Finish tall

C. Feet together, arms straight in

the air

Comment
 42
Performer:_______________________
Observer:________________________

Does Your Partner:

Check mark the boxes:
3 = Yes 2 = A little 1 = No
1 2 3
A. Start with feet together
and crouch down

B. Place their hands on your

shoulders, palm facing
upwards

C. Tuck their chin to their chest

Comment

1 2 3

A. Roll back onto shoulders

B. Keep chin to chest and tuck

knees tight

C. When hands touch the mat

push off strongly

Comment

1 2 3

A. After pushing, land both feet

on the floor

B. Raise body up to standing

C. Feet together, arms straight

in the air

Comment
 43
Formative Assessment - #2
P.E. Self-Assessment Exit Slip – Rolling (Lesson #3)
Shade in a smiley face to show how you did in today's class

Yes A Little No
I found rolling hard

I did at least 3 or more

of the rolls

I was able to read the

instructions of how to
do different types of
rolls
I worked well with my
group

I had fun

I did my best

I learned something
new

What can I do better

the next time?
 Performance Task 44

Be safe and have fun!

In your groups of 4 or 6, you will be creating a 5-minute routine using what you have learned the past
three classes. You and your group members are required to show examples you have done using
Balance, Jumping, Landing, and Rolls within your routine.

1. Find your group members you had from the Balance Activity (Last Monday)

2. Creating a routine: Instructions

1. You and your group members will create a 5-minute routine
2. You will create and share ideas within your group on what to perform for your next gym class
3. The routine will combine all gymnastic moves you have learned the past three classes
o Balance positions
o Simon Says (types of jumps)
o The 5 Stations
o Variations of rolls (Forward, backward, sideways rolls, etc.)
4. The routine/performance MUST include:
o 3 balance poses (any type of balance you learned from last Monday)
o Use at least 2 ideas from Simon Says (star jump, straddle jump, etc.)
o Use the equipment for jumping and landing skills (the 5 stations you did)
o Show AT LEAST 2 of the 5 stations you did last Wednesday
o Use at least 1 type of roll (any type of rolls from last Friday)
o Be creative (music, costume, dance, other objects/materials, etc.)
3. Resources to help with your routine
v There are resources to help you and your group organize your routine step by step plus examples of
balance, jumping and landing skills/techniques.
o Routine Template
o Ideas for Creating the Routine
o Group Checklist
o Videos are on Moodle Under Gymnastics Units

4. When is it due?
v Routine DUE: Friday, November 3rd in class to present!
v You and your group members will have 2 gym classes to work on your routine (40 minutes each
class). If you need more time, find time over the weekend with your group members.
 45
Routine Template Planner (Student Handout)
Write OR draw each of the following elements in one of the boxes
o 3 Balances
o 2 Simon Says (Jump Ideas)
o CHOOSE ONLY 2 of the 5 Stations
o 2 Types of Rolls
 46
Ideas for Creating the Routine (Student Handout)
Teacher will hand out examples of past skills they have done (Balance, Simon Says and the 5 Stations
for creating their routine)

Balance
 47
Simons Says
STRAIGHT JUMP
o Jumps up straight, straight legs and pointed
toes downwards to the ground
o Arms outstretched over head
o Landing on the balls of the feet and slightly

STAR JUMP
o Jump up, during flight legs should be spread
with arms reaching out and up (looking like a
star)
o Land with knees bent, arms out in front and
head up

TUCK JUMP
o Jump up, during flight the knees are brought to
the chest
o Land with the knees bent, arms out in front and
head up

STRADDLE JUMP
o Jump up, during flight the legs should be
spread open with toes pointed
o Arms reach out either side of the body to touch
the toes
o Land with knees bent, arms out in front and
head up
PIKE JUMP
o Jump up, legs are piked in the air with the toes
pointing out (legs together forward in front of
your body)
o Arms reach out for the toes
o Land with knees bent, arms out in front and
head up
 48
Stations #1-5
 49
Variety of Rolls
The video of the 4 types of rolls we watched during gym class will be posted on Moodle under
P.E. Gymnastics Unit for more types of rolls
 50
Group Checklist (Student Handout)
Checklist will indicate if the students have or have not accomplish what is needed

We have 3 balance poses

Yes No Need help

We have 2 Simon Say’s

Yes No Need help
Examples

We have 2 of the 5 Stations

Yes No Need help
picked

We have at least 2 different

Yes No Need help
type of rolls

We have the routine template

Yes No Need help
drawn or written down

We are ready to present our

Yes No Need help
routine next class (Friday,
November 3rd)

Everyone in the group is

Yes No Need help
contributing (helping and
engaging in the group)

We know what we are doing Yes No Need help

(we understand)
 51
Summative Assessments
Teacher Anecdotal Notes – Gymnastics Routine Project

Group Members:

Subject/Assignment: Teacher:

OBSERVATION: DATE:

How many Balance Poses: • …

Student A
How many Simon Says Ideas: • …
• …
How many Stations Used:
• …
How many different type of rolls:

How many Balance Poses: • …

Student D
• …
How many Simon Says Ideas:
• …
How many Stations Used:
• …
How many different type of rolls:

How many Balance Poses: • …

Student F
• …
How many Simon Says Ideas:
• …
How many Stations Used:
• …
How many different type of rolls;

How many Balance Poses: • …

Student L
• …
How many Simon Says Ideas:
• …
How many Stations Used:
• …
How many different type of rolls:

How many Balance Poses: • …

Student T
• …
How many Simon Says Ideas:
• …
How many Stations Used: • …
How many different type of rolls:

FOLLOW UP/FEEDBACK: DATE:

 52
P.E. Rubric – Physical Movements Routine Project

Name: Date:

4 3 2 1

Always follows Usually follows

directions, directions, often Sometimes follows Rarely follows
displays a positive has a positive directions, displays directions, displays
attitude and attitude and an indifferent a negative attitude,
cooperation. cooperation. attitude and little and no
Attitude/Effort Is enthusiastic, Is generally cooperation. cooperation.
- Positivity interested and enthusiastic, Does not show Shows a lack of
demonstrates an interested and enthusiasm. interest in the
- Participation demonstrates Demonstrates activity and does
- Behaviour excellent effort good effort minimal effort not complete the
completing the completing the completing the task. task.
task. task.

Applies
Skill/ information given Applies
given
information
by the
Somewhat uses
information given by Does not use the
by the teacher to teacher’s
Performance (x2) teacher
safely execute the execute the to safely the teacher to information and
- Safely executes jumps, lands and jumps execute the jumps executes unsafe
rolls, demonstrates and lands, and lands, jumps and lands.
jumps, landings, demonstrates 2 demonstrates 1
and rolls 3 balance poses, balance poses, 1 balance pose, none Did not
2 of the “Warm- of the “Warm-ups”, of the “Warm-ups”, demonstrate any of
- Uses multiple ups”, at least 2 of the required poses,
examples only 1 of the
the stations, and at stations, only 1 of the stations or “Warm-
- Able to do all least 2 different and only 1 stations, and only 1 ups”.
rolls. type of roll. type of roll.
skills
The routine was The routine was Student displayed
fun and contained fun and contained Student added few minimum effort
Creativity many unique some unique unique or fun creating their
- Personalize elements. elements. Routine elements into the routine, added no
Demonstrated routine. It looked extra elements or
routine personal creativity displayed some enjoyable. personality to the
- Unique in the routine. personal style. performance.

Knowledge of
Identifies some Identifies few
Rules and Identifies all Identifies most characteristics of characteristics of
Procedure characteristics of characteristics of proper technique for proper technique
- Safety proper technique proper technique jumping and for jumping and
- Proper use of for jumping and for jumping and landing. landing.
equipment landing. landing.
- Understanding of
the key concepts
 53

Assessment Rationale

For our formative assessments we chose to use “self-assessment”, a “non-verbal

assessment”, “checklists”, “partner evaluation”, “chain of events”, and “routine template”. We
chose to use a self-assessment hand out as a way to get instant feedback from our students
about how they felt during the lesson. We did self-assessment for all three lessons as an exit slip
because it is a good way for students to reflect and internally see what they have improved on
or need to. By making them do the assessment at the end of the class the experience was fresh
in their brains and gives us the most time to be able to review all the papers and adjust the next
day’s lesson if needed. It lets the teacher know whether or not students enjoyed the lesson and
it also gives students anonymity so they won’t feel pressured by the other students in their
responses.

With thumbs up/sideways/down assessment it follows most of the same benefits as a

self-assessment which we also used for three of the lessons. The only issue we would see is if
students feel pressured to change their answer to fit with the rest of the group. Which could
change the teachers view of how students are feeling about the lesson, which may lead to a
reliability issue, if you base their future lessons and assessment from what they showed on this
formative assessment. Another way is to have the students put their heads down and then put
up their thumbs so no one but the teacher can see, this allows less pressure on the students.

Our reasoning for adding a graphic organizer is to help the students create the chain of
events (Pg.13) for their balance poses (lesson #1), then next would be the routine for the
performance task. Organizers are great because they are visual models that can assist students
in organizing information and communicating clearly and effectively. It will also help students
structure their balance poses as a reminder, brainstorm ideas, assist in decision making, and
clarify routine structure. Graphic organizers are also a great way to see what students will be
doing for their performance task and make sure everyone is on the right track.

Partner Evaluation is another formative assessment we did for lesson 3, students begin
to see each other as resources for understanding and checking for quality work against
previously determined criteria. The evaluation has numbers to indicate how well their partner are
 54
doing on technique and skill. The higher the number means accomplished skill, the lower the
number means needs improvement or is struggling. The teacher then can examine the partner
evaluation assessment and identify student’s strengths and weaknesses.

For our summative assessment, we chose to use a rubric to mark the student’s routine

because it will decrease the amount of subjectivity when grading the performance task. By

having a pre-made rubric that is specific, teachers won’t have a reliability issue by grading the

performance based on their feelings towards the student. Which reduces the chances of the

Halo/Horn effect on the grade. The rubric also keeps in mind content validity because the

students are being graded based on their performance, not whether or not they came late to

class, are apart of a sports team, or whether or not the students are wearing their gym strips.

The rubric is based on the learning outcomes for a grade 4 physical education class and does

not require knowledge from other courses in order to complete the tasks.

We also chose to have the teacher take anecdotal notes during the presentation instead

of either marking the presentation while grading, or having them try and remember each

presentation later on when going through the rubric. These notes allow teachers to focus on the

performance while still giving them some notes to review while marking the performance task

later. The point of anecdotal notes was to also increase our content validity by having notes to

keep us focused on what the rubric is actually grading, not how well they performed the routine.

To increase our reliability, we made a separate group checklist (F.A. pg. 50) format of the rubric

for the students to help them keep track of what their routine must show. This group checklist is

at a grade 4 reading level so students shouldn’t have any issue understanding what is being

asked of them. The teacher will also have reduced the amount of random error by letting groups

who may have a group member absent perform on a different day with no penalties.
 55
Finally, by having formative assessments every class the teacher will have a good

understanding of how the students are feeling about each lesson and can modify the difficulty of

the next class if need be. These formative assessments help with scaffolding the unit towards

being able to successfully complete the performance task by the end of the unit.
 56
Inquiry Question

How does learning gymnastics improve student’s body awareness and locomotors

and non-locomotors skills, and help students in their daily lives?

Focusing Questions

This gymnastics unit will benefit students by helping them learn and develop the skills

required to express themselves using gymnastics, explore movements of the body, and

demonstrate positive behaviours that show respect for themselves as well as others.

This gymnastics unit will benefit students by helping them learn and develop the skills

required to express themselves using gymnastics, explore movements of the body, and

demonstrate positive behaviours that show respect for themselves as well as others.

Students will be following the general outcomes with an emphasis on learning the basic

skills and their application, as well as learning how to work together to develop better

communication, leadership, and teamwork strategies. Some specific learning outcomes used in

this gymnastics unit will be, students will demonstrate changes that take place in the body

during physical activity, there will be responsibility for assigned roles while participating in

physical activity; and, accept ideas from others that relate to changing/adapting, movement

experiences.

The purpose of the gymnastics unit is to encourage students to lead active lives by

providing them with the knowledge about fitness and acquire good fundamental movement

skills. It supports their personal physical activity goals and outcomes. Students will learn the

basic techniques and skills to improve their ability to balance, jump and land without injury. They

will also develop their locomotor and nonlocomotor skills and be provided the knowledge

needed to create their own routine as their final project (performance task). Students will also be
 57
required to engage in teamwork and communication (collaboration, positive attitude, and

participation).

Gymnastics engages the student's fundamental physical skills such as body awareness,

spatial awareness, balance, landing, jumping and physical fitness. It helps students understand

the ability and effort needed to perform the required skills and are learned through hard work

and repetition. Students will learn how to set goals and work to accomplish them, which will

show the direct relationship between hard work and results. Gymnastics also engages students

to understand more about creativity, participation, and communication.

Students will demonstrate how they can work together and perform a routine at the end

of the unit for their final project for Gymnastics. Giving students instructions on how to do a skill

or technique helps improve cognitive and affective development with regards to problem

solving. Examples are, taping instruction on the floor and wall explaining the 5 Stations. Another

example is the Variety of Rolls, students are required to read carefully and try out the

instructions on the sheet. Students will not have a video or a teacher to show them, the

students have to work together in their group to try out the different types of rolls. Gymnastics

addresses the program of study by having students experience different fundamental skills,

movements, safety precautions, developing leadership roles, making a positive learning

environment through which constructive feedback can be offered, and the life skill of

teamwork.

Some of the questions that may be explored could be, how would a student use

balance, jumping, landing, and rolls in sports, activities, or their daily life. Can they balance, jump

land, roll properly? Do the students understand safety rules behind the skills? Are the students

able to read instructions carefully and perform them properly? At the grade four level students

are expected to have had a previous knowledge about balancing, jumping, landing, even if they
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are not aware they have used these skills. Lesson #2 will show students how to jump and land

properly to help them avoid injury in the future.

To accommodate different students learning styles, the teacher will provide both visual

examples, verbal explanation and kinesthetic assistance required to perform the skill. The

teacher will explain the skill, then proceed to show how to perform the said skill. Finally, if a

student is still struggling the teacher will help them manipulate their body step by step to

complete the skill until it is accomplished. If students are still struggling, the teacher can provide

extra class time during lunch or after school to help the student improve on their technique so

they feel more comfortable. Students will have a variety of resources instructed by the teacher.

Students who are having trouble with balance could use the wall or get into partners and hold

on to each other. If they are struggling in jumping and landing, students can practice skip roping

as beginner until they are ready to try the activity with the class. If rolling is too hard for the

students, they can just focus on sideways roll until they are ready to do a forward or backwards

roll. Students also can have a spotter to help the students roll forward or backwards so they feel

safe and comfortable with the skill.

For Lesson #1 Balance, there will be a PowerPoint introduced to the students. The

PowerPoint is visually and verbally presented and at the end of class the teacher will provide a

link for the students to look at it at home. The teacher will post the PowerPoint on Moodle under

P.E. Gymnastics Unit. Videos will also be posted on Moodle for more examples and ideas of

what they have learned. The first video is about “Animals with amazing Balance,” the second

video is examples of another funny video “Chubby Rolling Raccoon is Base,” and the last video

is a demonstration of 6 types of rolls. The teacher will provide handouts such as Simon Says,

Balance Positions, #1-5 Station Instructions, Varieties of Rolls, Routine Template, and Checklist.

These resources are great for the students to have as individual overviews of the lesson/activity
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as well as a physical document that they can refer back to throughout the activity. It will also

help them with their performance task, “Time to Create a Routine”.