This document provides an overview of a gymnastics unit for early elementary students. It outlines objectives for the unit which include practicing different balances, warming up and stretching, and learning spatial awareness. Students will work on balancing skills at various levels and on different body parts. The role of the teacher, parents, and students are defined. Project-based learning will be used to allow students to self-assess their mastery of age-appropriate gymnastics skills. Safety considerations and standards that will be met are also mentioned.

1. Class Newsletter10/30/09 Gymnastics: traveling, rolling, balancing, and weight transferIn this lesson early elementary students will learn how to strengthen their bodies, stretch out their muscles, and learn balance by using a hula hoop and various body parts, referred to as patches and points. After viewing a presentation about hula-hoops, students will get a chance to practice different movements with hula-hoops. ALEXSAFETY CONSIDERATIONSStudents move to commands START and STOP! Follow directions when told what to perform next Students stay within boundaries Students stay within their own personal and general spaceUnit QuestionsWhat does it take to balance well?What is statues and why is it important?What are the important techniques you look for in a balance?What does it take to balance well?What are patches?What are points? SummaryBalancing and transferring weight, combined with jumping and landing and traveling, provide a foundation of educational gymnastics. Gymnastics provide the foundation due to being used in games, gymnastics, and dance. Students will be challenged to maneuver their bodies effectively against the force of gravity, with challenges appropriate for each child’s skill level. (Children Moving, 7th Edition, p.625)ContentsUnit overview, Safety1 ConsiderationsUnit questions1Summary of Unit1Safety Considerations1Role of teacher2Role of parent2Role of student2Standards that will be 3 metObjectives for unit3Project-Based Learning4Contact Information4Role of TeacherThe role of the Teacher is to monitor the student’s activity and observe their actions within the classroom setting and within their teams. I will periodically hold conferences with each team as well as each member of the teams. I will periodically assess their efforts. I will provide a timeline noting when certain tasks are due. All information will be posted on my wiki for the student and parent’s review.Set up a project wiki before theproject startsLearn how to use Google WaveCheck in with groups regularlyLook at project checklistsAsk questions of each student to check individual understandingEncourage students to problem solveProvide positive feedbackGive date for next check-inSet up practice stationsRole of ParentThe role of the parent’s is to review the timeline and due dates. There will also be a post on the wiki for the times I will be available for Parent-Teacher conferences. Parents, at home, please observe your child’s effort with this project. This project along with others will count toward a substantial percentage of each student’s final grade. Page 2Role of StudentStudents will be required to accept the various roles within their team, such as coach, board member, statistician, scorekeeper, etc. Students will also be required to periodically observe and assess their peers, both team members and other team’s members. Students will be required to turn in work by the due dates on the timeline provided. Page 3ObjectivesStudents will practice balancing their bodies at different levels and directions.Students will learn how to move in and out of different balances.Students will learn how to warm and stretch out their bodiesStudents will know how to move within the general space and personal spaceStudents learn how their bodies can take on different balances.Students have respect and cooperation when working with others.Discovers how to balance on different body parts, at different levels while making symmetrical and nonsymmetrical shapesBalances with control on a variety of objects (e.g. balance board, large apparatus, skates) Develops and refines a gymnastics sequence demonstrating smooth transitionsDesigns and performs gymnastics sequences that combine traveling, rolling, balancing, and weight transfer into smooth, flowing sequences with intentional changes in direction, speed, and flow Benefits of the unitChildren receive immediate feedback regarding the skill. The feedback is personal and not dependent on others: children will not have to rely on others to determine whether they are successful at a particular task. The self- challenging tasks of gymnastics are a natural part of children’s world. The self-testing nature of gymnastics permits younger children who are still in the egocentric stage of development to participate fully and successfully in a personal challenge (Children Moving, 7th Edition, p.625)Standards that will be metDemonstrate initial level of efficiency in selected nonlocomotor skills, specifically turning and twisting. Demonstrate a developmentally appropriate level of nonlocomotor skills, specifically stretching, curling, bending, and transferring weight. Demonstrate developmentally appropriate levels of selected nonlocomotor skills, specifically swinging and balancing. Students will practice balancing their bodies at different levels and directions.Students will learn how to movein and out of different balances.Students will learn how to warm and stretch out their bodiesStudents will know how to move within the general space and personal spaceStudents learn how their bodies can take on different balances. Page 4 Project-Based LearningProject-based learning (PBL) is a inclusive instructional approach to engage students in constant, supportive analysis. Project-based learning involves a change of classroom roles for the teacher, students, and community members. Within its framework students collaborate, working together to make sense of what is going on. Project-based instruction differs from inquiry-based activity -- activity most of us have experienced during our own schooling -- by its emphasis on cooperative learning. Inquiry is traditionally thought of as an individually done, somewhat isolated activity. Additionally, project-based instruction differs from traditional inquiry by its emphasis on students' own artifact construction to represent what is being learned. (http://college.cengage.com/education/pbl/background.html#The%20Basics)PBL will be used in my classroom to allow the students to self-check themselves while trying to obtain a mastery level of gymnastics for their age group.Contact InformationFayette Elementary509 2nd St NEFayette, AL 35555Phone:(555) 555-0125Fax:(555) 555-0145E-mail:kduckworth98@gmail.com“We’re on the Web!”https://www.edline.net/pages/Fayette_Elementary_School“Where Children Come First