HIGH SCHOOL PHYSICAL EDUCATION LESSON PLAN

Unit: Tumbling / Teacher: Catherine Peff
Grade Level: Middle School / Lesson 4
Content Summary: Students will be given time to practice individual skills in designated areas and then have a chance to practice linking skills together. They’ll complete a worksheet that helps them map out this process.
Essential Questions:
What are the skill cues for executing a proper front roll?
How can you combine separate tumbling skills into a unified routine?
How can you improve upon your tumbling skills?
Student Objectives:
Students will:
·  Create movement sequences that incorporate a variety of tumbling skills (balancing, jumping, rolling, and inversion).
·  Synthesize and apply logical succession of skills in tumbling sequences.
·  Demonstrate respect for others by offering two positive comments to classmates while completing the performance task.
·  Follow all safety rules for specific activity situations 100% of the time.
Assessment:
Performance Task: Students complete a worksheet requiring them to evaluate their strengths in tumbling and map out a mini routine, thinking about the transition between skills. The routines are evaluated by a peer and teacher.

Maryland Standard

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Content Theme

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1. Skillfulness / X / Fitness / X
2. Biomechanical Principles / X / Throwing and Catching
3. Motor Learning Principles / Striking
4. Exercise Physiology / X / Speed/Time/Accuracy
5. Physical Activity / X
6. Social Psychological Principles / X
Materials: / Mat Room
10 Poly spots
Whistle
Performance Task Worksheet (1 for every student)
Rolls/Inverted Skills/Balance Poses/Jumps Signs
Pencils
Duct Tape
Safety Rules / 1)  Walk on the floor when wearing socks
2)  On the mats, move one person at a time from North to South
3)  Use space awareness. Watch out for other tumblers
4)  Do only the activities the teachers ask you to try to do.
Opening:
Warm-up, Attendance
Fitness / Time
2 min.
7 min. / Everyone stands on short end of gym, facing opposite wall. Teacher calls out the names on roster, when name is called the student crabwalks to the other end of the gym. When get to end do 20 jumping jacks, 10 sit-ups, and 5 push-ups. (Remind them not to go, until name is called, this way teacher can easily see who’s absent.)
Plank Hand Tag/Toe Fencing: Send ½ of student to line up along long side of gym, instruct everyone else to then go find and face person standing against wall: Toe Fencing
People inside move one person to the right: Plank Hand Tag
Lesson Development
Introduction
Lesson Focus
Closing / Time
3 min.
3 min.
8 min.
10 min.
3 min. / Learning Activities:
Have students quickly get into scatter squads.
Review the following skills:
Strike a balance pose (2) – Stork, Airplane, V-sit, all static balance
Do a Jump (2) – Tuck, Pike, Stretch, Seat Kicker, Cheer, all dynamic balance.
Ask them to name some different rolls?
Ask them to name some different inverted skills?
Explain class objectives for the day: (show them worksheet)
Students will have a chance to put all that they have learned together into one tumbling routine or sequence. They’re going to all have a worksheet.
1.  First going to list the skills under each category that you think you do well. When done, put pencil back and tape sheet to the wall.
2.  Next, you’re going to have a chance to practice those skills. We have the gym set up in three different areas. 1 area for jumps and balance moves, 1 area for headstands and handstand practice, and a third area for cartwheels and rolls. You’ll have time to practice individual skills.
3.  Then we’ll blow whistle and you’ll get your worksheets off the wall. You’ll have a chance to select 6 skills that you perform well and list them in the sequence you want to perform them.
4.  The gym will be set up in lines, for you to practice your chain of skills down the mats.
5. 
So first thing, everyone get a sheet and fill out skills you think you perform well. Look at the posters on the wall if you don’t remember the names of the different skills. When finished find a piece of tape on the wall and put your sheet on the wall.
Activity #1: Practice Individual Skills in Separate Areas
*Remind students you want them to offer two compliments or words of encouragement to two different people during this class. It’s important to support one another and encourage one another regardless of our individual abilities.
Split the gym into three separate areas. Reserve one area for headstands and handstands, one area for balance poses and jumps, and one area for cartwheels/rolls. Make sure to have signs with types of skills listed on them.
Allow students to freely move amongst the three stations practicing individual skills of their choosing.
Activity #3: Link Skills Together
Set-up: Have students get sheets and pencils and sit along the wall. Select 6 skills that you perform well and list them in the order you think you’re going to perform them in. Think about the transition.
Meanwhile teacher set up lanes lengthwise across the gym.
*Remind students you want them to offer two compliments or words of encouragement to two different people. It’s important to support one another and encourage one another regardless of our individual abilities.
Students go to lanes and practice linking series of skills. They can refer back to their sheets taped to the walls
Call on student and ask them one compliment they received and one they gave.
Think/pair/share: Turn to person next to you, tell them one skill you need to work on in tumbling and one exercise you could do to help you improve on that skill. (balance stunts/ turtle ball, handstand/lat pull, cartwheel/sit-ups, jumps/plyometrics)
What’s one balance skill you performed?
What’s one jump you performed or saw performed?
What’s one inverted skill you performed or saw performed?
*Remind them of written test
Escapes & Extensions: / Escape: Allow them less time to practice linking skills together. Or just allow them to continue practicing individual skills and save the part about linking them together until the next day.
Extension: Give more time for students to practice linking skills together. Have them complete the evaluation section requiring them to have their routine evaluated by a classmate and a teacher. Have a “show me you stuff” session at the end for students who want to show their routines to the class.
Meeting
Individual Needs: / Encourage students to work at their own comfort level.
Lower skilled students can choose those skills they are best at. For example, they could do a routine with just jumps, balance poses, and rolls.
High Skilled students can create routines with more advanced skills. They are free to choose the skills. For example,
Evaluation/
Reflection: / Student Learning Expectations:
Implementation:
Resources: