Week 11 Weight Bearing – Balance/Multiple Body Parts

GRADE

TOPIC

UNIT

Kindergarten

Weight Bearing – Balance/Multiple Body Part

Gymnastics

Equipment Needed

Control Cones, Safety Rules Poster, Body Parts Cards, Stretching Station Cards, Balancing Cards, Spots, Bean Bags, PowerPoint: Weight Bearing on Multiple Body Parts – Lesson 11, 2×2 Mats, Hoops, fun movement music, Music Player, six sided foam dice.

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes

Psychomotor

Demonstrate at least 3 different balances on two, three four or five body parts.

  1. Demonstrate at least 3 different balances on one body part.
  2. Actively participate in the lesson activities and exercises.
  3. Gain strength and flexibility through movement and stretching exercises.

Cognitive

  1. Verbally identify the parts of the body they are balancing on.

Affective

  1. Have Fun
  2. Move and work safely among other children

ACTIVITY

PROCEDURE AND TRANSITIONS WITH

MODIFICATIONS AND OR ACCOMMODATIONS

SETUP

DESCRIPTION OR DIAGRAM

Entrance Routine
Welcome

Go to a mat and jump on and off the mat until I say stop!

Part 1
Warm-up/Review
10 – 15 Minutes
Balance Review

Verbally review balancing and the different one part body balances the children have done.  If necessary review the body parts on the three surfaces of the body. (Hold up the station cards to give your visual learners a cue.)

Creative Practice of Balancing on One Body Part (Sequencing)

Let the students pick which ONE part to balance on.

•“When I say go, find a mat and pick one body part to balance on.  Count to five while you balance, and then you can relax on your mat.”  (Do this task at least three times, asking the students to pick a different body part to balance on each time.)

•“When I say go, find a mat and pick one body part to balance on.  Count to five while you balance, after you hold it for 5 seconds, travel to another mat and choose another body part to balance on.  Hold that balance for 5 seconds and then sit down in your own space.” (Do this task at least two or three more times)

•“When I say go, find a mat and pick one body part to balance on.  Count to five while you balance, after you hold it for 5 seconds, travel in a low level to another mat and choose another body part to balance on.  Hold that balance for 5 seconds and then sit down in your own space.” (Do this task two more times, changing the level they must travel in first using High level and then using Medium Level)

•Travel continually to new mats doing 5 second balances until I say stop.

Musical Balance

Music Track: Travel & Balance on ONE Body Part

Each mat has a balance card by it.  When the music begins, the children will travel around in the designated level or direction that you have told them to use, avoiding the cones and mats. When the music stops the children will be directed to find a mat and balance on one body part. The children then go to the mat closest to them and do the balance on the card, until the music begins again!  Try to get to as many different mats as you can before the song is over.

Differentiation  Strategies:

•Take away the cards, and when the music stops the children must go to the closest mat and choose one body part to balance on.  Each time the children stop to balance, they must choose a different body part to balance on.

•Ask the children to choose a different level or direction as they travel around the space each time the music begins playing. 

Transition
Stay on the mat you finished on.
Part 2
New skill or concept

10-20 minutes

Weight Bearing – Balance on Multiple body parts.

In this lesson your children will continue exploring the concept of Weight Bearing, specifically Balance.  The children will focus on balancing on multiple parts.  The children will do a variety of balances using multiple combinations of body parts on their individual mats . Including; 3,4 and 5 part balances. 

Teaching Tips:

Review the concept of balance as holding body weight still over the base (or the body parts you are balancing on). Remind them to hold their balances for Three to five seconds of stillness.  The base is made up of the body part(s) that are touching the mat/ground.  Explain that they will be balancing on more than one part at a time today.  Remember, the balance is made up of all the parts touching the ground or mat, only the body parts you are naming should be touching the mat or the ground while they are balancing.

(To the children:)

“Everyone stand up and take your weight onto your feet in a high level in your own space.”

“Look down at your feet, see how they touch the ground.  The only thing you are balancing on are your feet, because they are the only part of your body touching the ground.  How many body parts are you balancing on? (two) Look at the body parts touching the mat, lets count them. 1…2, 2 feet!” “Remember; a balance is holding the body still over a base of support.  Hold your balance still for at least 5 seconds.”

“Take your weight onto your two hands and two feet.  The only body parts touching the floor or the mat are your two hands and two feet.  Now you are balancing on 4 body parts.  Can you make another shape with your body, but still balance on your hands and feet?”*

Teaching Tips:

During part two, you can allow the students to move to new own spaces each time.  This will help keep them from being bored.  Each time they balance on a new set of parts, ask the children to identify the Number of parts they are balancing on.  You can count them together as a class if necessary.

(Do these tasks one at a time, giving the children enough time to find and hold each balance.)

  • “Take your weight on two hands and two knees.  How many body parts are you balancing on? (4)
  • Take your weight on two elbows and two knees. (4)
  • Take your weight on two hands, one foot and one knee. (4)
  • Take your weight on your head, two feet and two hands. (5)
  • Take your weight on your elbow, knee, head and foot and one hand. (5)
  • Take your weight on your Bottom, 2 Feet, and 2 Hands. (5)
  • Take your weight on your Bottom and 2 Hands. (3)
  • Take your weight on your Bottom and 1 Hand and 1 Foot. (3)
  • Take your weight on your Back and 2 Feet. (3)
  • Take your weight on your 2 Knees and 1 Hands. (3)
  • Take your weight on your Bottom and 1 Hand. (2)
  • Take your weight on your 1 Foot and 1 Hand. (2)

Continue giving the children combinations of body parts, asking them to count the parts they are balancing on.  When the children consistently demonstrate the concept of balancing on multiple body parts, move onto part III.

Transition Begin the game on the mat the students finished at.
Part 3

Practice

10 Minutes

Dice Balance

Begin with the six sided die spread out around the boundaries in matching hoops.  Have the children take turns, one at a time, traveling to the dice that matches their mat and roll.  The number that appears on top of the dice, when it comes to a stop, is the number of body parts to use in the balance.  The child that rolls the dice announces the number of parts to balance on. All the children perform a balance using that number of body parts on their own mat.  The number 6 is free choice!

Add music!  Play the music while the children travel around the space avoiding the mats.  You can focus on levels or directions during this portion of the activity.  When the music stops, ask one child roll the closest dice to determine the number of body parts to use in the balance.  The go signal, to travel to a mat and begin the balance, can be when the child shouts out the number of body parts to use.

Assessment Strategies:

As the children are balancing and you are walking through the class, ask individual students to tell you the name of the body parts they are balancing on.

Let the child rolling the dice call out the number to assess their ability to identify the written symbol of the number.

Ask the children to count the number of parts they are balancing on to assess their ability to demonstrate the number concept kinesthetically.

Cross-curriculum Connections & Assessment Strategies:

Depending on the dice you use the students will practice number identification, and then physically demonstrate their understanding of the number, Or they will have to count the number of dots, reinforcing counting concepts and then again, translating into a physical response.

Differentiation Strategies:

Once the children understand the game, partner them up by mat color and give them a matching die.  The children can take turns with their partner, rolling the die and practicing the balance.

Transition
Part 4

Stretching & closure

Taking it Home

5 – 10 Minutes

Cool Down

Choose 3 stretches to do with the class.

Lying Hamstrings Stretch

Lying Hamstrings Stretch

Lie on your back (on the mat or on the floor).  Bend your left leg.  Hold your right leg with one hand behind the thigh and the other behind the calf muscle. Slowly, maintaining your right leg as straight as possible, pull it towards you until you feel the stretch down the back of your thigh. Allow the muscle to relax into the stretch. Hold for 20 – 30 seconds and repeat on the other leg.

Lying Quadriceps Stretch

LayLying Quadriceps Stretch on your front surface, maintaining your hips on the floor, bring your left leg up behind you and hold your foot. Keep your head down and your neck relaxed. Hold for about 30 seconds then repeat on the right leg.

Lower Back StretchLower Back Stretch

Lie on your back (on the mat or on the floor). Clasp your hands on top of your shins and bring in both knees to your body. Gently pull your knees closer until you feel the stretch in your lower back. Hold for 20 – 30 seconds.

Review

Teaching Tips:

Meet the class meet in your common meeting place to close.  This defines the beginning and end of the lesson.  This is a cognitive review, make sure the children use words to describe the answers and not only their body! 

While you are discussing the Balances, have the 3 posters available and point out the shapes on the poster as the children volunteer the answers. 

  1. What does it mean to Balance?  (Hold your body still over a base of support)
  2. Describe one of the three body part balances you created today.  What body parts did you use?
  3. Turn to a person next to you and tell each other about a favorite balance you tried today.  tell them the body parts you used.
  4. What level was your favorite balance in?

Closure

Additional Part 3 activities

Creative Practice of Balancing on Multiple Body Part.

Let the students pick which parts to balance on.

  • “When I say go, find a mat and pick four body parts to balance on. Count to five while you balance, and then you can relax on your mat.”  (Do this task at least three times, asking the students to pick four different body parts to balance on each time.)
  • “When I say go, find a mat and pick three body parts to balance on. Count to five while you balance, and then you can relax on your mat.”  (Do this task at least three times, asking the students to pick three different body parts to balance on each time.)
  • “When I say go, find a mat and pick five body parts to balance on. Count to five while you balance, and then you can relax on your mat.”  (Do this task at least three times, asking the students to pick five different body parts to balance on each time.)
  • “When I say go, find a mat and pick three body parts to balance on. Count to five while you balance, after you hold it for 5 seconds, travel to another mat and choose three different body parts to balance on.  Hold that balance for 5 seconds and then sit down in your own space.” (Do this task at least two or three more times, changing the number of parts to balance on.)
  • “When I say go, find a mat and create a balance. You can balance on any combination of body parts. Count to five while you balance, after you hold it for 5 seconds, travel to another mat and choose another balance.  Hold that balance for 5 seconds and then sit down in your own space.” (Do this task two more times, giving them a chance to try a few different numbers and combination of parts)
  • “When I say go, find a mat and create a balance. You can balance on any combination of body parts. Count to five while you balance, after you hold it for 5 seconds, travel in a low level to another mat and choose another balance.  Hold that balance for 5 seconds and then sit down in your own space.” (Do this task two more times, changing the level or direction they must travel.
  • Travel continually to new mats doing 5 second balances until I say stop.
Number Balance

Set up six stations to practice balances.  Each station will be practice for a specific number of body parts.  Place the appropriate balance card at each station.

1 part – 1 mat per student

2 parts – 2 mats per student (linked together is ok)

3 parts – 3 mats per student (linked together is ok)

4 parts – 4 bean bags per student

5 parts – 5 spots per student

Station 6 – 1 mat per student, student choice for balance

(To the children 🙂

“Everyone get one spot.”  Put your spot in your own space and Pick one body part to balance on top of your spot.  “Don’t let any other body parts touch the ground!  Look at Jake, he’s balancing on his bottom on top of his spot!  Judy’s balancing on her stomach on top of her spot!”  “There should be one body part on your spot.  How many spots are you using?  One, that’s right.  Let’s see who’s balancing on one body parts on their spot.  Cool, Jimmy is balancing on his foot, wow.”   Continue to try different body parts to balance on the one bean bag or poly spot.

“Now I’d like you to go get a bean bag.  Keep your spot and bring the bean bag back to your spot.  How many pieces of equipment do you have now?  Use your two pieces of equipment to balance on two body parts, one part for each piece of equipment!” point out some of the cool balances on two body parts.  “Can you think of two different parts to balance on, using your bean bag and your spot?”

After a couple practices with two body parts, explain the stations and then ask the children to go to a station that matches their spot. (You will probably need the spots and bean bags for the station with 4 and 5 body parts.  After the students are at their stations, put the equipment at the appropriate station.)

“At each station there are either mats, bean bags or spots.  You will also see the number of body parts to balance on at the stations.  When you get to the station, look at the balance card to tell you how many parts to balance on.  Your job is to choose a balance with the number of body parts that the station card says and see if you can hold your balance with one body part on each piece of equipment.” Choose a student from each station to demonstrate a balance for that number.

Encourage the students to try a variety of balances at each station.  Give them a minute at least for each station.

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