SHAPE STANDARDS
S1.E7.Ka- Maintains momentary stillness on different bases of support.
S1.E10.K- Contrasts the actions of curling and stretching.

CASEL STANDARDS
Self-Management: Stress Management

ASSESSMENT RUBRIC

 

Objective: Balance off the move

Gymnastics Unit | Level 4

TECHNIQUE
Today we are going to learn how to balance off the move.

IMPORTANCE
Balancing off the move is important because it helps you improve your center of gravity while in motion.

VOCABULARY
Balance:
to hold steady.

When balancing off the move, it is important to:

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1. Extend your arms out to the side (like an airplane).

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2. Tighten your muscles.

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3. Focus your eyes on a non-moving object.

PRACTICE

  1. Stand on the baseline shoulder-to-shoulder. When I say, “GO!” run anywhere within the boundary cones. When I blow my whistle, freeze on the body part of your choosing (feet, stomach, back, knees, arms, etc.).
  2. Repeat as many times as needed.

SPINSTER

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TIME
10-20 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
10 short cones

STORYLINE
Today we are playing Spinster. Your goal is to balance off the move in different shapes for 10 seconds.

INSTRUCTIONS

  • Before the game begins, line up at the baseline.
  • When I say, "GO!" you will start spinning towards the end line.
  • When I blow my whistle, you must stop and try and hold a pose for 10 seconds.
  • Each round you will have to do a different pose:
    • Stand on your right foot.
    • Stand on your left foot.
    • Make a tunnel or bridge with your body.
    • Stand with both feet and your right hand on the ground.
    • Stand with both feet and your left hand on the ground.
    • Stand on two feet/one foot with both arms together above your head (hands touching).
    • Stand in a lunge with one foot in front of the other.
    • Stand with one leg out holding it up to your hip.
    • Stand like a pencil.
    • Stand sitting in an imaginary chair.
 

Game 1: Play as indicated above.
Exit Ticket: Students balance off the move when they get in line before leaving class.

 

TEACHING TIPS

  • Approach:
    • Remind students to be aware of others while spinning. Students should not be spinning so fast that they go out-of-bounds.     
  • 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: 
    • I know I can balance off the move because I...
    • Something that was hard for me today was...

TRAFFIC LIGHT

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TIME
10-20 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
None

STORYLINE
Today we are playing Traffic Light. Your goal is to walk forward when you hear, "Green Light!" and balance off the move when you hear, "Red Light!"  

INSTRUCTIONS

  • Before the game begins, you must line up on the baseline shoulder-to-shoulder.
  • I will give you an assigned pose you must balance in for at least 10 seconds.
  • When I say, “Green Light!” walk forward.
  • When I say, “Red Light!” your feet and body must stop moving and freeze in the assigned pose.
  • Poses can be:
    • Stand on your right/left foot.
    • Make a tunnel or bridge with your body.
    • Stand with both feet and your right/left hand on the ground.
    • Stand on two feet/one foot with hands touching above your head.
    • Stand in a lunge with one foot in front of the other.
    • Stand with one leg out holding it up to your hip.
    • Stand sitting in an imaginary chair.
    • Stand on your tippy toes.
 

Game 1: Play as indicated above. 
Game 2: Incorporate a “blue light” to go backwards and “purple light” for dance party. 
Exit Ticket: Students balance off the move when they get in line before leaving class.

 

TEACHING TIPS

  • Approach:
    • Remind students that this is not necessarily a race.  It is important to go at a pace that is personally challenging, but allows you the ability to stop quickly.
  • 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: 
    • I know I can balance off the move because I...
    • Something that was hard for me today was...

MEDUSA TAG

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TIME
10-20 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
None

STORYLINE
Today we are playing Medusa Tag. In this game, you have entered into Medusa’s Lair and Medusa (tagger) has the power to turn you into a stone statue. Your goal is to balance off the move as soon as Medusa turns you into stone. 

INSTRUCTIONS

  • For the first game, I will start as Medusa.
  • The tagger(s) must use a two-finger butterfly tag.
  • When I say, “GO!” you have to avoid being tagged by Medusa.
  • If you are tagged or run out-of-bounds, you immediately turn into stone (freeze in place).
  • You can be freed if one of your classmates tags you on the shoulder.
  • We will begin a new game after 3-4 minutes or when everyone becomes a statue.
 

Game 1: Teacher is Medusa.
Game 2: Teacher + 1-2 students are Medusa.
Variation: Let the tagger select the statue position the other students must freeze in.
Variation: Assign balance poses before each round statues must stand in (i.e. stand on your right or left foot; make a tunnel or bridge with your body; stand with both feet and your right or left hand on the ground; stand on two feet/one foot with hands touching above your head; stand in a lunge with one foot in front of the other; stand with one leg out holding it up to your hip; stand sitting in an imaginary chair).
Exit Ticket: Students balance off the move when they get in line before leaving class.

 

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: 
    • I know I can balance off the move because I...
    • Something that was hard for me today was...