NAME: Colleen Mistler DATE TAUGHT: Week of January 30 SCHOOL: Munger Hill Elementary

TIME: 40 minute lesson CLASS SIZE: 18 students GRADE LEVEL: K,1

FACILITIES: gymnasium LESSON #: 3 / 4 PROFICIENCY LEVEL: control

EQUIPMENT NEEDS (#):

Music and speaker
20 hotspots

LESSON FOCUS: Balancing (wide, narrow, twisted) UNIT: Locomotor skills

STUDENT PERFORMANCE OBJECTIVES: By the end of this lesson, the students should be able to:
1.) Psychomotor: demonstrate any balancing technique with a partner while observed by the teacher during the
circle activity of the lesson (National # S1.E7.1, MACF 2.1)
2.) Cognitive: Identify one difference between counter tension and counter balance when speaking with a partner at
the end of the lesson (National # S1.E8.1, MACF 2.4)
3.) Affective: Interact and communicate with peers during the circle activity by agreeing on one method of balancing
as observed by the teacher (National # S4.E2.1, MACF 2.7)
Teacher Performance Objectives: during the lesson the teacher will:
1. Provide feedback to five students, using their name correctly
2. Focus on intra-task variation style of teaching

REFERENCES:

SHAPE America, 2014, National Standards and Grade Level Outcomes. (Champaign, IL: Human Kinetics).
Springfield College 2016-2017 Physical Education Health Education Supplement for Practicum Handbook

Massachusetts Comprehensive Health Curriculum Framework, 1999

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

introduction/Review- review wide, narrow, and twisted

1-5 balances with students.
min.
Take Attendance /Check Sneakers

Stop and Go Signals: 3,2,1, Freeze! Ready Go!

Boundaries and Safety the students should stay within the

boundaries for the entire lesson, and need to be aware of
personal space.

Set Induction: introduce partner balances to the students,

the purpose in weight transfer and body control. Did you
know standing on two feet is technically balancing? We
balance every day of our lives, when we bend over on one
foot to pick up a pencil, when we hop over a puddle, and
even when a waitress brings a tray of food to your table at a
restaurant!
5-8
min Activity 1: Explore partner balances
Students will spend a few minutes exploring partner
balances. The teacher will help demonstrate some balances
 Transition: ask students on a scale of 1-5 how challenged
they feel performing partner balances

8-15 Activity 2: Simon Says

min The teacher will ask the students to perform specific
balances...only if simon says!

Transition: talk to the students about the difference between

balancing alone and balancing with a partner. Ask the
students to gives a thumbs up if they like partner balances, or
thumbs down if they would rather perform balancing alone
15-20
min
Activity 3 Freeze Balance
Teachers will play music
When the music stops the students will freeze and do a
balance when instructed by the teacher

Transition: place hot spots in two circles, then

have the students find a hot spot to stand on. Hot spots on
the same plane should be the same color
20-27
min
Activity 4 Circle Activity

Inner Circle and Outer Circle

1. Face the person in front of you and make a
counterbalance
2. Face the person in front of you and make a counter
tension balance
 3. Face the person in front of you and choose your
balance

Have the students move in a circle to the music and stop

when the music stops to have a different student in front of
27-35 them
min
Transition: students will transition into one large circle

Activity 5 Show and Tell

The students will stand in a circle
Each student will have an opportunity to demo his/her favorite
35-40 balancing shape and the other students will try to mirror the
min balance.

Closure: review the different types of balancing and

traveling. Debrief the show and tell activity and ask the
students questions about mirror balancing