Week 19 Rolling – Sideways

GRADE	TOPIC	UNIT
Kindergarten	Rolling – Sideways	Gymnastics
Equipment Needed Mats, Cones, Spots, Visual Aids Content Standard Benchmarks or Common Core Standards Learning Goals, Objectives, Expected Outcomes Psychomotor Demonstrate a bridge with their body. Demonstrate a side roll using at least two different shapes. Demonstrate a routine that includes a balance on three and four body parts that begins or ends with a roll. Cognitive Verbally describe what a bridge is. create a routine that includes a balance on three and four body parts that begins or ends with a roll. Affective Have Fun Work safely.
ACTIVITY	PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS	SETUP DESCRIPTION OR DIAGRAM
Entrance Routine	Stand next to a bean bag. Jump over the bean bag, back and forth, until I call stop.	Have the bean bags spread around in own spaces inside the boundary.
Part 1 Warm-up/Review Time: 5-10 minutes	Bridges The “Bridges” activity is a fun warm-up activity for primary students. Through the activity, the students explore and participate in a wide range of ways to bend, twist, and stretch the body and specific body parts. Begin the activity by asking questions to encourage the students to share ideas about bridges. The questions might be, “What are bridges?” “What makes bridges different from each other?” “Why are bridges important?” “Are bridges small, medium or large in size?” “What types of materials are used to make bridges?” End the sharing session with the question, “What must all bridges have beneath them?” Wait for/or encourage the answer: “an opening.” Follow the answer with the question, “How can you use your body to make a bridge?” Encourage the students to respond with an explanation followed by a demonstration. Allow a few students to share ideas. Create further interest and excitement by saying, “Let’s make bridges!” Have each student find a safe and open space on the floor and lead the class through a series of “Bridges” warm-up experiences. Challenge the students to create a new bridge every five to ten seconds. Continually move throughout the group to assess student performances and to offer words of encouragement and praise. Tell the students that it is all right to borrow and use an idea from a fellow classmate. Stop the activity after five to seven bridge changes. End the session by giving students opportunities to share some of their bridges. If possible, give students time to create some of the demonstrated bridges. Praise all student performances regardless of skill level or technique, assuming the students were on task. As the experiences continue and the students progress, challenge the students to create specific types of bridges. The questions and statements might be, “How high can you make a bridge?” “How low can you make a bridge?” How wide can you make a bridge?” How narrow can you make a bridge?” “Make a bridge with four body parts touching the floor.” “Can you create a bridge with two body parts touching the floor?” “Let’s see if we can make bridges that are old, made of wood, and failing down.” Once again, give students opportunities to share their creations. Then, give students time to create some of the demonstrated bridges. End the “Bridges” warm-up experience by giving the students the opportunity to travel under bridges created by fellow students. Divide the class into two equal numbered groups. Ask one group to safely space themselves throughout the gymnasium and ask each student within the group to create a bridge. Challenge the other group to travel using a specific locomotor movement (crawl, walk, march, jog, run, hop, jump, skip, gallop, or slide) between bridges and safely pass beneath as many bridges as possible. Each student creating a bridge can change the design of the bridge when no one is passing under the bridge. Switch roles for the two groups after 20 to 30 seconds. Again, praise all students regardless of skill level or technique, assuming the students were on task. Also, thank the students for passing under the bridges and not crashing into the bridge, if appropriate. Make all students feel creative, successful, and appreciated.
Transition	Get a mat and put it in an own space. When you get to your own space, practice safely rocking on the three different surfaces until I say stop.
Part 2 New skill or concept Time 10 – 20 Minutes	Your children will continue exploring the transference of weight while they explore rolling sideways. (To the children:) “Last week you practiced rocking, transferring your weight to move back and forth on a specific surface. This week you are going to work on rolling, transferring your weight so that you continue to roll all the way around! Teaching Tips: Show the children the pictures of the different side rolls as you have them perform each one. DO NOT force children to do the rolls. They can continue to practice rocking while the others practice side rolls. Stay on your own mat: Log Roll Start with your body in a long straight narrow shape laying on your back surface, with your arms at your sides, in close to help you stay narrow. Now, keep that shape and transfer your weight to the side surface, then to the front surface to the other side surface and then finish on the back surface. Be sure to keep the long narrow shape the whole time you are rolling. This is called a log roll. Pencil Roll Who has seen a pencil? Of course you have. A pencil has a point at the top, use your arms over your head to make your point. Now, keep that shape and transfer your weight to the side surface, then to the front surface to the other side surface and then finish on the back surface. Be sure to keep the long narrow shape, with the point on top, the whole time you are rolling. This is called a pencil roll. Egg Roll Make a round shape with your body. Keep a round shape as you transfer your weight to the side surface, then to the front surface to the other side surface and then finish on the back surface. Be sure to keep the small round shape, the whole time you are rolling. This is called an egg roll. Makes me hungry! Hands and Knees Roll Start with your weight on your two knees and two hands. Keep this shape as you transfer your weight to the side surface, then to your back surface, continue transferring your weight to the other side surface and then back to your knees and hands. These are types of side rolls.	If it’s possible use the tumbling mats, or at least have two 2×2 mats per child (they can link together to make a 2×4) There are station cards available through Rhythm and Moves that show the various side rolls. Please have those available for your visual learners. Point out any students that do the rolls. Let them take turns showing each other!.
Transition	Stay on your mat
Part 3 Practice 10 – 20 Minutes	Make a shape to put your body in, and then show me how you can hold that shape and do a side roll. Create a balance and rolling routine. Choose four body parts to balance on, after you hold that balance for three seconds, do a side roll and complete your roll by balancing on the four body parts you balanced on to begin the roll. Create another balance and rolling routine. Begin with a side roll, after you finish your roll, smoothly a balance on three body parts and after holding the balance for 3 seconds, do a different side roll from the balance finishing on the same surface and in the same shape you started the roll. If time permits, let the children show their favorite routine to the class. Have half the class stay on their mat to watch the other half show their routine. Then switch.
Transition	Use the mat you are working on to do the stretches
Part 4 Stretching & closure Taking it Home 5 Minutes	Cool Down Choose 3 stretches to do with the class. Review Turn to the person next to you and discuss how to transfer your weight when you’re doing a side roll. Describe one of your routines Closure

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