ASSESSMENT RUBRIC

Objective: Freeze on different body parts

Gymnastics Unit | Level 1

TECHNIQUE
Today we are going to learn how to freeze on different body parts.

IMPORTANCE
Freezing on different body parts is important because it is the first step in balancing using a variety of muscles.

VOCABULARY
Balance: to hold steady. 

When freezing on different body parts, it is important to:

PRACTICE

1. Spread out onto the field so that you are at least an arm’s length away from the person standing next to you. When I blow my whistle, freeze on a body part of your choosing (feet, stomach, back, knees, arms, etc.). Each time the whistle blows, you must freeze on a different body part.
2. Repeat as many times as needed.

STORYLINE
Today we are playing Beach Freeze. Your goal is to see how many ways you can freeze on different body parts. 

INSTRUCTIONS

• Before the game begins, I will give you either a beach ball or a playground ball.
• Spread out onto the field with your ball so that you are at least an arm’s distance away from the student next to you.
• When I say, “GO!” begin kicking your ball anywhere within the boundary cones.  
• When I say these numbers, you must freeze on that particular body part:
  • “One on your bum” (sit down with your bottom on the ground and freeze)
  • “Two on your shoe” (freeze on your tippy toes)
  • “Three on your knee” (freeze with both knees touching the ground)
  • “Four on the floor” (freeze with your back touching the floor/ground)
  • “Five staying alive” (freeze making a 70s dance pose from the song “Staying Alive”)
  • “Six pick up bricks” (freeze with your body bent over and hands touching the ground like you are    picking up a heavy brick)
  • “Seven heaven” (freeze with your body pointed up to the sky)
  • “Eight straight” (freeze laying down with your stomach touching the ground in straight pencil position)
  • “Nine shrine” (freeze with your hands together pointed up making a shrine pose)
  • “Ten all over again”

TEACHING TIPS

• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • Today I did my best at balancing by...
  • I enjoyed freezing on my __________ the best.

STORYLINE
Today we are playing Band-Aid Tag. Your goal is to freeze on different body parts when you get tagged and wait until the doctor comes to give you a Band-Aid. 

INSTRUCTIONS

• I will select a tagger and a doctor (un-tagger).
• Before the game begins, spread out into the field.
• When I say, “GO!” the tagger will try and tag you.
• Taggers may only use a two-finger butterfly tag.
• Wherever you are tagged, you must put that body part to the floor and freeze.
• The only way to get better, is for the doctor to give you a Band-Aid (tag with a fuzzy ball).
• We will begin a new game when I select a new tagger and a new doctor.

TEACHING TIPS

• Approach:
  • Play on a half-field only. 
  • Depending on class size, increase the number of taggers and doctors.
  • Have the tagger wear a flag to tell who they are. 
• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • Today I did my best at balancing by...
  • I enjoyed freezing on my __________ the best.

STORYLINE
Today we are playing Freeze Pops. Your goal is to see how long you can freeze on different body parts on the balance beam, just like a freeze pop!   

INSTRUCTIONS

• I will divide the class into two groups.
• One group will start off on the balance beam and the other will be on the ground.  
• When I say, “GO!” the students on the balance beam must freeze in the position of a freeze pop, while the others walk in a circle around them checking to make sure they do not fall off.
• You may not touch another student while on the balance beam or on the ground.
• We will switch roles after a couple of minutes.

TEACHING TIPS

• Approach:
  • Have students on the ground sing a song while they are walking round the students on the balance beam (i.e. Ring Around the Rosie) or count down from 10.   
  • Depending on class size, you may not need all the balance beams.  
• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • Today I did my best at balancing by...
  • I enjoyed freezing on my __________ the best.