Teacher Name: Nathan Comstock Date: (12/04/2018)

Subject Area: Physical Education Grade: 5,6,7,8,9

Topic: Introduction to stuntnastics – Time: 2:10 – 2:45 - 3:20
Transfer of body weight
 GENERAL OUTCOME A Students will acquire skills through a
General Learner variety of developmentally appropriate movement activities; dance,
Outcome(s) games, types of gymnastics, individual activities and activities in an
Taken from Alberta Program of Studies
alternative environment; e.g., aquatics and outdoor pursuits.
 A7–1 demonstrate ways to improve and refine the functional and
Specific Learner expressive quality of locomotor skills to improve personal performance
Outcome(s)  A8–4 select, combine and perform nonlocomotor skills by using elements
Taken from Alberta Program of Studies of body and space awareness, effort and relationships, to improve
 A9–2 apply and refine locomotor skills by using elements of body and
space awareness, effort and relationships to improve personal
performance

Students will be able to:

Learning Objectives
What do you want your students to learn?
1. Participate in activities that require movement of the body
2. Identify key physical stretches to improve balance and flexibility
3. Demonstrate a knowledge of the topic of stuntnasics
4. Differentiate respectful and non-respectful movements
5. Construct a series of poses that locomotive skills

Formative Assessment:
Auditory: listen during students’ discussion to ensure they are developing an
understanding of the information.
Visual: see students actively participating in the activity – getting out of their comfort
Assessment zone
How will you know your students have
learned?  During the above formative assessment the teacher gets to witness students
growth over time
Summative Assessment:

 No summative assessment for today’s lesson

 Mats need to be set up in classrooms 228 and 229

Materials  Make sure all chairs and tables are placed to the side
What resources will you need?
 Ensure students are dressed for gym
  During this time it is important to take attendance and check that students
are wearing appropriate attire for physical fitness
 Have students sitting in the center of the gym waiting on the teachers
instruction
 Explain to students what stuntnastics is, as it may be a new term to them
o Stuntnastics is a choreographed presentation combining tumbling,
stunts, statics, and dance and pyramid building. The fitness
Introduction components of agility, balance, flexibility, strength and muscular
(attention 5 mins
endurance are all essential to a. successful stuntnastics routine.
grabber)
***Due to the hockey academy needing to use the gym for fitness testing, gym will
be held in two classrooms. Classrooms 228 and 229 will host the gym classes. To
start gym, students will come to the gym, where it will be explained that the 5 and 6
grade students will go to one classroom, and the 7, 8, and 9 students will go to the
other classroom. A teacher supervisor will be in each classroom at all times. Be sure
to express safety needs to be considered while in the classrooms, such as being
aware of the space and all people and items present.
Learning Activity Title – Movement in a variety of ways
Teacher Actions
Instructional Sequence – Have students sitting and waiting upon instruction
 Have students stand in one position and do a variety of movements. In one
classroom this will be done, while in the other classroom students will be
planning their stuntnastics routines.
o Have students do Lunges on the spot
 Make sure students have an understanding of a deep
proper lunch
 Knees are to be bent, and on knee is to touch the ground
o Have students do squat jumps in one spot
 Encourage students to use full body during jumping
 Encourage proper landing of each jump
o Have students do skipping on the spot
 Encourage students to use full body during movement
o Have students do push up jumps
 Encourage students to use full body during movement
Body ***since we are in classrooms all activities will have to be done on the spot***
(Activity #1) 20 mins
 Discuss characteristic on engaging the core, and balance
***ADAPTATIONS***
 Many students struggle with balance in the class
 Ensure that these students can participate in these activities in an adapted
way
o Having students only jump and then go to push-up plank (burpees)
o Having students squat without jumping, encourage them to use
their arms for balance.
Resource used – no resources used
Student Actions
 Students will engage in the activity
 Students will place effort into the required activities
 Students will listen to all instructional sequences provided
Assessment Evidence
Formative Assessment – visual/auditory assessment
 Students will be assessed by their willingness to participate
 Students will be assessed based on their ability to engage in the activity
 Transition Details
Lowering heart rate – After engaging in fast pace physical activities the students
will engage in a lower heart rate activity
 Bring students back to the center circle of the gym

Learning Activity Title – Stretching

Teacher Actions
Instructional Sequence – Have students listening to instructions prior to moving

 Explain to students the importance of balance when it comes to

performing stuntnastics
 Inform the students the will be engaging in yoga like poses to increase
balance and core strength
o Have the students in a circle around the teaching instructor
o Have the students breath in through their nose, and out through 5 mins
their mouth to lower heart rate
o Instruct students in yoga activities, holding poses for extended
periods of times
 Be aware to ensure students are engaged and participating
***APAPTAIONS***
Body  During this time have a student expert to guide stretching
(Activity #2)  During this time work with other students who struggle on adapted versions
of these poses (such as using their knees during planks, or doing holds for a
shorted period of time).
Student Actions
 Students will attempt to participate in the activity
 Students will place effort into holding poses
 Students will be respectful of one another
Transition Details
Refocus – allow students time to sit in a circle
ASK STUDENTS TO BRINK MATS OUT AFTER A DISCUSSION ABOUT SAFTY
Learning Activity Title – Stuntnastic Performance
Teacher Actions
Instructional Sequence – Have students listening to instructions prior to moving

 Explain to students that safety is the number one priority

 Break students up into groups
o Explain to students that they are to pick their own groups
o Tell students that it is wise to work with people they can work
together with
o Inform students that if their selected group do not work, groups
Body will be assigned
(Activity #3)  Hand out stuntnastic performance activity booklets
o Show students how to navigate this resource 35 mins
o Have students fill in their ideas on the booklets
o Have students practice slowly and properly
o Have students practice then call them back to the circle
 Have students hand in their booklets
o It is best to have students hand these documents in
o Make sure students have their names printed on the booklet
Be aware to ensure students are engaged and participating
Student Actions
  Students will attempt to participate in the activity
 Students will place effort into holding poses
 Students will be respectful of one another
Transition Details
Refocus – allow students time to sit in a circle
Preparing to dismiss students
 Discuss with students the importance of balance and core strength when
considering the upcoming stuntnastic unit
 Ask students how they feel after participating in these activities
Closure 5 mins
 Have students clean up the mats, returning them to the stage
 Dismiss students to get changed

 Some students my struggle with the activities

Adaptations  Focus in on the aspect of participation and effort
 Allow students time to rest and regain breath