ASSESSMENT RUBRIC

Objective: Balance on a balance beam

Gymnastics Unit | Level 5

TECHNIQUE
Today we are going to learn how to balance on the balance beam.

IMPORTANCE
Balancing on the balance beam is important because it helps you improve your core strength and body awareness. The core muscles used in balancing are also necessary in many other sports such as rock climbing, swimming, volleyball and yoga.

VOCABULARY
Balance: to hold steady.

When balancing on the balance beam, it is important to:

PRACTICE

1. Set up four balance beams. I will divide the class into teams of four. Ro Sham Bo to decide which teammate will go first.  When I say, “GO!” one teammate will balance on the balance beam for ten seconds, while the other teammate spots him/her and counts aloud. Switch after ten seconds.
2. Repeat as many times as needed.

STORYLINE
Today we are playing Shipwrecked. In this game, you are all shipwrecked on an island (balance beam) and are trying to dive for fish (fuzzy balls) to eat. Your goal is to balance on the island and capture all of the fish without being caught by the shark (tagger).

INSTRUCTIONS

• I will divide the class into four teams, each with an island to stand on.
• I will be the shark.
• The tagger(s) must use a two-finger butterfly tag.
• When I say, “GO!” send one person at a time off of your island to try to steal a fish.
• If you are able to steal a fish without being tagged, return to your island and give it to a teammate.
• Fish must be held at all times by a teammate.If you are tagged by the shark, you must return all the fish you are holding. Then, go back and touch your ship and send out another teammate.
• If you fall off your island while your teammate is out at sea at any point, you become a shark.
• We will begin a new game once all the fish are collected.

TEACHING TIPS

• Approach:
  • If there are too many students to fit on the balance beams, have more than one teammate at a time leave the island.
• 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 worked hard at...
  • Something that was hard for me today was...

STORYLINE
Today we are playing Pigeons on a Wire. In this game, you are pigeons balancing on the telephone wire (balance beam). Your goal is to balance on the telephone wire as your team passes the letter (fuzzy ball) to the pigeon carrier.                

INSTRUCTIONS

• I will divide the class into two teams.
• I will select a pigeon carrier for each team and everyone else will be a pigeon.
• The pigeon carrier is the only person that is allowed to be off of the wire and each team can only have one pigeon carrier at a time.
• Before the game begins, line up side by side on your team's telephone wire.
• When I say, "GO!" the pigeon closest to the fuzzy balls will grab one and pass it down the wire.
• When the fuzzy ball gets to the last pigeon, he/she will give it to the pigeon carrier to throw at the opposite team.
• Once the pigeon carrier throws the fuzzy ball, he/she will rejoin at the beginning of the wire line and all pigeons will move down. The last pigeon in line will become the new pigeon carrier.
• If you are hit with a fuzzy ball, you lose a limb (leg or arm).

TEACHING TIPS

• Approach:
  • Depending on class size divide the class into teams of four and rearrange the balance beams to form a square.    
  • Consider adding a time limit for the pigeon carrier if he/she is taking too long to throw.
• 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 worked hard at...
  • Something that was hard for me today was...

STORYLINE
Today we are playing Freeze Pops. Your goal is to balance on the balance beam and see how long you can stand straight 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 worked hard at...
  • Something that was hard for me today was...