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Gymnastics

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		A Trip to the Circus ^Votes:0 A Trip to the Circus Submitted by Gerry Cernicky Concept : Mimetics/story play Grade Level : K-3 Materials : tumbling mats, balance beams, vaulting horse , tumbling aids, crash mat , hula hoops, traffic cones Lesson : Arrange the class into stations/relay lines formation . There will be 6 stations with a piece of apparatus for each line. After a few moments switch lines so that each student gets a turn at each place. The stations are : #1. Jump on and off a vaulting horse into a crash mat(landings) #2. Walk on the balance beam(tightrope) forward , backward or sideward #3. Jump into hula hoops(six) by doing a kangaroo hop in each one. #4. Snake - crawl under a suspended mat on traffic cones #5. Circus tumblers - practice any skill or mimetic (under the big top)on the tumbling mats. #6. Hurd Read More Go to Site


		BC Education - PE Grade 8: Movement (Gymnastics) ^Votes:0 Grade 8 Movement (Gymnastics) This sub-organizer contains the following sections: Prescribed Learning Outcomes Suggested Instructional Strategies Suggested Assessment Strategies Recommended Learning Resources Prescribed Learning Outcomes It is expected that students will: select and safely combine gymnastic skills in complex movement sequences perform controlled takeoffs, landings, rolls, and balances at a variety of levels , using small and large apparatus perform locomotor and non-locomotor skills , showing qualities and relationships , using small and large apparatus identify and use body mechanics to improve performance in gymnastic skills To view the prescribed learning outcomes for Movement (Gymnastics) in other grades click on an icon below. Suggested Instructional Strategies Throug Read More Go to Site

		Body Awareness ^Votes:0 Body Awareness Submitted by Dr. Tim Sawicki Themes : Body awareness (body parts) Body awareness (transfer of weight) Sequences Lesson : After a warm-up working on various ways to transfer weight (walking being the easiest) have the class form stationary balances on one, two,three and four body parts touching the ground (one balance at each). You can challenge the students in all ed. gym. lessons by asking them to a) shrink the base of support, i.e., from foot to toes, from knee to side of knee, etc. b) point the extremities, think of what your extra parts doing! c) remind them a true balance is held for 3 seconds. This allows for refining of all tasks from start to finish of the lesson. The students then show a partner their four stationary balances and vise versa. I have the students then Read More Go to Site

		Creative Balances ^Votes:0 Creative Balances This is probably more of a small unit. It is designed to be used over several class periods. The students will, by the end of the lesson, experience balance in many forms. They will use different levels and types of apparatus. They will perform dynamic and static balances at different levels, speeds, and directions. Objectives : Students will find creative ways of using points of balance. Static Balance Dynamic Balance Grade Level : K-5 Materials : Several Balance Beams of varying widths, lengths and heights Several Mats Domes Prerequisite : Students should have previous experience using 1 to 5 points of balance. Students should have some knowledge of static and dynamic balance. Students should have some knowledge of levels and directions Set-up : Set up the beams in diff Read More Go to Site

		Creative Movement ^Votes:0 Creative Movement I got this from a Nevada-Las Vegas student teaching page and was afraid that it would be lost forever, because her e-mail doesn't work anymore, it hasn't been updated in over a year and the school wouldn't e-mail me back about the student, whom I only know as Sarabyn. You can check out this website while it is still available at : http://www.nevada.edu/home/16/sarabyn/ Thank you Sarabyn whoever you are. LESSON OBJECTIVES: The student will be able to use twisting, curling, and stretching to change relationships of body parts and body shapes while balancing. GRADE LEVEL: Third thru Fifth EQUIPMENT: None SPACE NEEDED: Large gym or grass area CONTENT DEVELOPMENT: Task 1 : Have the students take a balance position that is comfortable but somewhat challenging. Now without movin Read More Go to Site

		Creative Rolls ^Votes:0 Creative Rolls Submitted by Jim Ross Concept : Rolling from and to different positions Purpose : Students will create and practice rolls(forward and backward)from a variety of positions eventually sequencing the rolls into a short routine with smooth transitions. Grade Level : 3-5 Materials : Floor Mats Prerequisite : Students should have previous experience developing the tuck forward roll and tuck backward roll. Lesson : Task 1 : Working with a partner students are asked to create a forward roll by changing the position of their legs at the beginning of the roll and landing in the same position. Examples : Pike position Crossed legs Straddle 1 legged one leg up (as in an airplane stand or arabesque) Scissors (feet in a forward and back position) Figure 4 (created by a 4th grader this yea Read More Go to Site

		Geometric Gymnastics #2 ^Votes:0 Geometric Gymnastics #2 Objective : Students will find, draw and label geometric shapes using points of balance. Grade Level : 1-5 Materials : Crayons, Water Color Markers, Yard Sticks and Butcher Paper Prerequisite : Students should have previous experience using 1 to 8 points of balance. Set-up : Divide class into groups of 3 to 5. Give each group a yardstick, an assortment of markers and crayons, and a piece of butcher paper for each child in the group. Lesson : One child at a time assumes a balance using from 1 to 8 points of balance. The other children use the crayons to outline the points of balance and name them ( hands, feet, head, etc. ). After they have done this they take the yardstick and draw lines connecting the points of balance. Then label the paper as a straight line, tria Read More Go to Site

		Gymnastic Unit Level K-3 ^Votes:0 Gymnastics Unit Plan K-3 Submitted by Tim Disclaimer: All of the lessons and activities listed on this site have been taught successfully and without incident. This site and the contributors to this site are not responsible for and cannot be held liable for any injuries or mishaps of any manner which may occur as a result of your using and implementing said lessons, activities and assessments. Gymnastic Unit Level K-3 Objectives: Psychomotor - The learner will demonstrate the ability to perform various rolling, jumping, balancing, vaulting, hanging and climbing skills appropriate to development level. Cognitive - The learner will be able to describe and recognize particular cues and body positions as related to the various skills. Affective - The learner will demonstrate and be able to lea Read More Go to Site

		Gymnastics KS1 Unit 1 Lesson 3 ^Votes:0 A very special thank you goes out to Andy Fidler and the School Page of the UK for the lesson plan sample below. This is an example taken from the National Curriculum Key Stage 1. To order contact the UK Services page . Gymnastic Activities The School Page UK ? ? 1996 PDRS UK Reception: Unit 1 of 6 for Key Stage 1 Lesson 3 ? Aims: 1. Moving safely on variety of body parts and using space within a theme of travelling. Objectives: 1.1 Pupils plan and perform simple skills safely. Learning Outcome: 1.1 Pupils demonstrate safe use of personal and general space while working within a theme of travelling. Resources: No resources are required for this lesson. Pre-lesson planning: No specific pre-lesson planning is necessary. Activity Teaching Points Warm-up (3 mins.) ? Hop and skip into a new spa Read More Go to Site

		Gymnastics KS2 Unit 2 Lesson 3 ^Votes:0 A very special thank you goes out to Andy Fidler and the School Page of the UK for the lesson plan sample below. This is an example taken from the National Curriculum Key Stage 2. To order contact the UK Services page . Gymnastic Activities The School Page UK ? ? 1996 PDRS UK Reception: Unit 2 of 4 for Key Stage 2 Lesson 3 Aims: 1. Explore the basic actions through the use of symmetry and asymmetry. 2. Respond to the strengths and limitations of others. Objectives: 2.5 Pupils work safely alone, in pairs and in groups, and as members of a team. Learning Outcome: 2.5 Pupils will have consistently worked co-operatively with others and will have shown due concern for the safety of themselves and others Resources: No resources are required for this lesson. Pre-lesson planning: No specific pre-l Read More Go to Site

		Gymnastics Lesson Plans, Activities and Assessments ^Votes:0 Gymnastics Lesson Plans, Activities and Assessments Top 5% in K-12 Education In every class the teacher finds that the children will vary considerably in their ability to perform. This is not the exception, but rather the general case. The teacher should not expect all children to perform activities in the same manner or at the same level of skill. It is important to allow children plenty of freedom to change and vary from the task as presented. The many variations that normally occur should be accepted and recognized as having their own unique contribution. Excerpted from the book "Teaching Developmental Gymnastics" by Garland O'Quinn, Jr. Safety, caution, care and common sense should be exercised when performing all gymnastics activities. Any activity involving motion can result in injur Read More Go to Site

		Lines, Lines, Everywhere a Line ^Votes:0 Lines, Lines, Everywhere a Line This is something you might very possibly want to okay with your principal beforehand :-) oops... Objectives : Dynamic Balance Different locomotor movements Using levels, pathways and directions Grade Level : K-5 Materials : Tempera Paints of various colors. I used red, yellow, blue and green. Roller brush (sponge kind) It does wash off. I promise..... Prerequisites : Students should have previous experience with different kinds of animal walks. Students should know some basic locomotor movements, ie. skipping, galloping, sliding, etc. Students should have some knowledge of dynamic and static balance. Students should have some knowledge of levels, pathways and directions Set-up : We painted a large grid pattern in yellow for straight lines. Then we painted a Read More Go to Site

		LOOK WHAT I CAN DO! ^Votes:0 LOOK WHAT I CAN DO! Submitted by Gerry Cernicky Concept : Lead-up tumbling skills Grade Level : 3-6 Materials : Cones , poster paper , butcher block paper , tumbling mats, markers Lesson : Place cones in a scattered formation next to the tumbling mats. On each cone write the name of the tumbling skill on poster paper. On the gym wall tape the butcher block paper with the names of the skill that are the same as the ones on the cone. If the skill is done correctly, the student goes over to the wall and places their name under the attained skill. To start the activity , the teacher must see the skill done correctly. This means the skill will have to be performed many times as practice until the teacher sees the skill . The skills will be from easy to complex so that everybody will be successf Read More Go to Site

		Mirror, Mirror ... ^Votes:0 Mirror, Mirror ... Objectives : Static Balance Dynamic Balance Different locomotor movements Grade Level : K-5 Materials : Mats Floor space Prerequisites : Students should have previous experience with different kinds of animal walks. Students should know some basic locomotor movements, ie. skipping, galloping, sliding, etc. Students should have some knowledge of basic gymnastics skills and terminology Students should have some knowledge of dynamic and static balance. Students should have some knowledge of levels, pathways and directions Set-up : Mats in a scattered formation Lesson : This is a teacher led activity at first, once learned it can be done with partners. If learned very well it can be done with a small group. Using very slow movements, teacher asks the students to " mirror " h Read More Go to Site

		Peanut Roll ^Votes:0 Peanut Roll Submitted by Judy Howard Name: Peanut roll Concept/Skill: Forward/Backward Rolls Materials: Mat area for each child; 1 unshelled peanut Lesson: To introduce the forward and backward rolls to students, they must develop the concept of tucking their heads. In order to do this, I have each student place an unshelled peanut under their chin (holding it in place only with their chin). On signal, the students squat into a tucked position, place their hands on the mat, lean forward and roll. If they did not lose their peanut (which means they kept their head tucked), their reward is to eat the peanut ( TIP : designate an area for eating the peanut or shells will be all over your mats ). Unsuccessful students simply continue trying; eventually, all my students become successful. The ne Read More Go to Site

		Rythmic BINGO ^Votes:0 Rythmic BINGO Submitted by Joe Cockroft Name : Rythmic BINGO Grade Level : K-3 Concepts / Skills : body awareness, letter recognition, and patterning Materials Needed : Five letter cards with one large letter on each card: B, I, N, G, O . One card with a large "" on it to show students when to clap. The song "BINGO" on record, tape, or CD. (optional) Lesson : 1. Sing the traditional song of "BINGO". Show the letter card as the students need to say the letter in the song. (Raise the "B" card when they need to say "B," the "I" card when they need to say "I," etc. Show the "" card when they needs to clap instead of saying the letter. 2. With the class, brainstorm motions that can be made with our body. Some examples are touching toes, shaking hips, touching head, turning around, snapping fi Read More Go to Site

		Tinfoil Tumblers #2 ^Votes:0 Tinfoil Tumblers #2 Note : This lesson was adapted from an activity submitted by Jeanne Fifer called Tinfoil Tumblers ( View for directions on how to make them ). I enjoyed and had more fun with this lesson than I have had with my students in a long time. The teachers in the school who happened in and the principal were in total awe and enjoyed watching the children doing the lesson almost as much as the children had doing it. From the children and myself, thank you Jeanne. John Williams Objective : Students will find and imitate points of balance. Symmetrical and asymmetrical shapes. Integration of curriculum. Grade Level : K-5 Materials : 20 - 30 Tinfoil Tumblers and mats Prerequisite : Some knowledge of points of balance, symmetrical and asymmetrical shapes. Background : Approaching my Read More Go to Site

		Tumbling Dice ^Votes:0 Tumbling Dice Note : This is a rather long lesson plan taken step by step designed to use over a few class periods, depending upon the length of your classes. Objectives : Students will find points of balance. Symmetrical and asymmetrical shapes. Integration of curriculum.( addition and subtraction ) Grade Level : K-5 Materials : 4 to 6 large foam dice Prerequisite : Knowledge of body parts and an awareness of personal space. Set-up : Have children find their personal space. Getting Started : Once the children have been seated roll one of the dice. Ask one of the children if they know what the number is. Tell them they will be using the number rolled to determine the number of body parts they will be balancing on. Hold up the number one. Ask one of the children if they can balance using on Read More Go to Site

		ZDNet: Tech News, Blogs and White Papers for IT Professionals ^Votes:0 On TechRepublic: 10 embarrassing grammar mistakes CNET Networks Business: BNET \| TechRepublic \| ZDNet Members login \| Site Assistance Newsletters RSS Feeds Home News Blogs White Papers Downloads Reviews CIO Sessions Podcasts Mobile Webcasts Case Studies All Reviews All News All Video Photo Galleries home / ZDNet.com all of ZDNet in Blogs in News in Downloads in Reviews in Whitepapers in Dictionary Go! Just In Best Black Friday blockbuster deals It's that time of year again, when retailers are desperately trying to get you into the stores. Here are the best bargains on HDTVs, laptops, and computer LCD displays. Also: Are you prepared for holiday PC repairs? George Ou Apple Store 24-hour sale Tags: Consumer Electronics , Adrian Kingsley-Hughes , Digital Music , Apple Inc. , Digital Media , P Read More Go to Site

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