1. Content Area
Gymnastics: There will be six lessons on gymnastics, covering a three-week period.

2. Entry Level Assessment of Learners
a. Age Level: Six years old to Eleven years old
b. Grade Level: 1st through 5th grade
c. Interest: Student attention span is lower at a younger age.  To avoid losing their attention, various activities will be introduced and performed.
d. General and Specific Abilities: Students abilities will vary from beginners, intermediate, and advanced.  Some students have been exposed to gymnastics while others will be introduced to the unit.
e. Social and Emotional Level: School is probably the most important part of children's development especially at this age.  Erik Erikson, a psychologist, describes this stage of social development as "Industry vs. Inferiority".  There are three demands that school places on students in this age group.  These demands are to master academic tasks, to get along with others, and to follow the rules of the classroom (Borich 75).  Socially it is important that children succeed at these developmental tasks so they can have a feeling of self-efficacy.  If children do not succeed, they form feelings of inferiority and think that they cannot do anything.  The teacher must take in account this social developmental stage and always praise her students for good work (Borich, Gary D. and Martin L. Tomban. Educational Psychology: A Contemporary Approach.  New York: Logman, Inc., 1997).
    i). 1st and 2nd Grade: The social level of students in grade 1st and 2nd are intermixed.  At this age, students do mind working with the opposite sex because their ability level is the same. In addition, friendship is a big part of the children's social development and they begin form groups of companions. The emotional level at this age level is very high.  First and second grades want constant attention from the others and the teacher.  These students easily want to please others.
    ii). 3rd through 5th Grade:  The social level of students at this level is typically separate.  Many of the students tend to avoid working with the opposite.  Yet, friendship from the same sex is a big part of the children's social development and they begin to form enduring friendships at this stage.    The emotional level at this age is the same at the young age level, students want attention from peers and teachers either it's positive or negative.
f. Previous Experience:  The gymnastic unit is part of the physical education program at Radix Elementary.  Students are exposed to the gymnastic unit every year which helps the to develop a foundation from pervious years.  In addition, some students attend Rainbow Gymnastics, which is a private gymnastics company.

3. Objectives and Content Goals
Standard 2.5 All students will learn and apply movement concepts and skills that foster participation in physical activities throughout life
A. Objectives

a. Cognitive Objective

Tumbling/Stunts
i. The students will be able recite the stress points necessary to know in performing the forward roll, backward roll, log roll, egg roll and other tumbling rolls.
ii. The students will be able to identify the tumbling and stunts activities by name.
iii. Identify safety procedures associated with stunts, tumbling, and gymnastics. (Indicator 2.5.9)

Balance Beam
iv. The students will able to state that practice and concentration are necessary for improvement.
v. The students will be able to explain the importance of balance.

Ropes
vi. The students will be able to describe the safety rules necessary when climbing ropes.
vii. The students will be able to state the need for both strength and endurance in rope climbing.

Rings
viii. The students will be able to explain the importance of muscular strength.
ix. The students will be able to identify ring stunts by name.

b. Psychomotor Objectives

Tumbling/Stunts
i. Students will be able to perform a forward and backward roll.
ii. The students will be able to perform the animal walk by name.
iii. Students will perform gymnastic skills presented to the best of their abilities.
iv. Students will be able to develop coordination, agility, balance, strength, and body control through practice of gymnastic activities. (Indicator 2.5.9/2.5.8/2.5.4)

Balance Beam
v. The student will be able to balance self while walk across beam
vi. The students will be able to demonstrate on the balance beam: walk forward, walk back, and walk sideways—lead with both left and right sides of body.
vii. The students will be able to balance an object on their body while walking across the beam.
viii. The students will be able to demonstrate safe use of equipment. (Indicator 2.5.9)

Ropes
ix. The students will be able to demonstrate safe use of equipment. (Indicator 2.5.9)
x. The students will be able to demonstrate proper techniques in the following activities: supported pull-ups, hangs, swinging jumping, and climbing.

Rings
xi. The students will be able to demonstrate safe use of equipment. (Indicator 2.5.9)
xii. The students will be able to hold themselves up for 10 seconds.
xiii. The students will be able to demonstrate the tuck and pike position.
xiv. The students will be able to demonstrate a flip or a handstand.

c. Affective Objective

Tumbling/Stunts
i. Students will be able to understand and discuss the sensitivity of the situation and the need to understand the shortcomings of others.
ii. Students will be able to take turns
iii. Students will be able to work with a partner in moving body part.

Balance Beam
iv. Students will be able to work cooperatively and independently, with a variety of equipment at several sites.
Ropes
v.   Students will be able to work cooperatively and
independently, with a variety of equipment at several sites.
vi.  Students will set realistic goal to achieve.

Rings
vii.  Students will be able to work cooperatively and
independently, with a variety of equipment at several sites.

4. Learning Experiences
A. Safely Guideline/Rules
***Safety is a foremost consideration in a gymnastic program.  Any form of gymnastics must be on the mats, supervised, and spotting will be done for certain stunts.

Rules

• Please do not talk when the teacher or students are talking.
• All gymnastic activities must occur on the mats.
• Do not use equipment unless the teacher instructs you too.
• Pockets should be emptied, and jewelry should be removed.
• B. Individual Skills/ Outline of Activities

B. Warm-ups---Only a few are used each lesson:
a. Straddle Stretch- to the right lean forward and than to the left
b. Back Stretch-One hand wrap around front, lean to the hand direction, back hand is wrap around the back
c. Push-Ups-Keep the bottom down, nose close to the ground and use are to push up from the ground.
d. Jumping Jack-Feet and hands apart than together
e. Neck Stretch-Head turns to the right, left and down.  The students will hold at each section.
f. Quadriceps * In a standing position, pull leg to your bottom, so you ankle is touching your bottom.  Then have the students switch legs.
g. Curls-By themselves student lay down, knees bent, arms crossed over chest, and pull up half way to the knees.
h. Jog in Place/Walk forward/Backward
i. Crazy 8's * a series of 8 counting stretch, hard to explain, but student love it!!

C. Lead-up Situations * This is a progression through the lesson
a. Self-Space Individual Tumbling Activities
b. Self-Space Stunts
c. Apparatus
d. Stations

D. Break Down of Lessons
  Lesson One (Developmental Level 1) First through Fifth Grade

• Animal Movements- Alligator Crawl, Kangaroo Jump, Puppy Dog Run, Cat Walk, Lame Dog Walk, Crab Walk, Seal Walk
• Tuck and Pike Positions
• Forward Roll
• Egg roll, log roll, Backward Roll
• Balance Stunts One-Leg Balance, Tummy Balance, Stroke Balance
• Stunts  Heel Kick, Thread the Needle

Lesson Two (Developmental Level I) First through Third Grade
Review Forward and backward Roll

• Domino Forward Roll
• Bridge
• Seal Walk
• Crab Walk
• Crab Wrestling

Lesson Three (Development Level II)

• Cartwheel or Jump Over the Fence Perform two
• Balance Beam With a beam bag on their hand walk across while performing scale stance
• Animal Walk Seal Walk, Crab Walk, Alligator Walk
• Forward Roll
• 10 Push-Ups
• Thread the Needle

Lesson Four  (Development Level III)

• Rope Hold for 10 second, climb halfway and then to the top
• Review Cartwheel or Jump Over the Fence Two Times
• Animal Walk Crab Walk, Seal Walk, Lame Dog Walk, and Alligator
• Turn the Butter
• Forward Straddle Roll
• Balance Beam With a beam bag walk on their hand walk across while performing two balance stunts stork stance and scale stance

Lesson Five:  Rings

• Rings 10 second hand, pike, or tuck
• Sit-up Get up
• Jumping Rope 10 times- one foot, two feet, or criss-cross
• Forward roll or Backward roll
• Animal Movements * Crab walk, seal Walk, Lane Dog Walk, Alligator, Inchworm, Turtle
• Balance Beam * With a hula-hoop
• Turn the Butter

Lesson Six:  Rings and Skills Test

• Skills Test Forward roll, Backward roll, and animal walk
• Rings  Flip, Handstand, pike, or tuck
• Jump with a Hula Hoop 10 times
• Forward and Backward Roll
• Animal Movement- Any movement
• Balance Beam Walk across with a jump rope on top
• Sit-Up/Get-up

5. Teaching Methodology
A. Lecture/Explanation: The teacher will speak to the class relaying
    information about the activity, stunt, and safety precautions.
B. Student/Teacher Demonstration: The teacher will use demonstration style
    to break down the skills and for students to grasp the concept.
C. Practice: The students will practice the skill for constantly.
D. Visual Learning Pictures * Students will read off of card to determine what
    stunt they will be doing on the mat.

6. Equipment
 A. Mats
 B. Cheese Mat
 C. Ropes with and without Knots
 D. Rings
 E. Spotters
 F. Balance Beam
 G. Jump Ropes
 I. Crash Mats
 H. Cones
 K. Bean Bags/ Hula Hoops
 

7. Evaluation
 A. Teacher Evaluation (1st through 5th grade) Rubric Scale
 B. Word Search
 C. Participation
 

8. References

a.    Dauer, P. V. & Pangrazi, R. P. (1990) Dynamic Physical for Elementary School
Children (9th edition).  New York: Macmillan Publishing Co.

b.    Dauer, P. V. & Pangrazi, R. P. (1990) Lesson Plans for Dynamic Physical for Elementary School
Children (9th edition).  New York: Macmillan Publishing Co.

c.    Thomas, J. R. (1989)  Physical Education For Children-Daily Lesson Plans.  Champaign, IL: Human
Kinetics Books