A very special thank you goes out to Andy Fidler and the School Page of the UK for the lesson plan sample below. This is an example taken from the National Curriculum Key Stage 2. To order contact the UK Services page.
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Gymnastic
Activities |
Reception: Unit 2 of 4 for Key Stage 2
Lesson 3
Aims:
1. Explore the basic actions through the use of symmetry and asymmetry.
2. Respond to the strengths and limitations of others.
Objectives:
2.5 Pupils work safely alone, in pairs and in groups, and as members of a team.
Learning Outcome:
2.5 Pupils will have consistently worked co-operatively with others and will have shown due concern for the safety of themselves and others
Resources:
No resources are required for this lesson.
Pre-lesson planning:
No specific pre-lesson planning is necessary.
|
Activity |
Teaching Points |
| Warm-up ( 5 mins.) | |
| Walk, skip
and hop in different directions. On teacher command stop and stand still. Devise a short warm-up activity with a partner with movements that are essentially symmetrical. |
Safety considerations. Respond to teacher's commands and avoid moving in a circle. Reiterate the correct use of terminology and emphasize what is meant by symmetry. |
| Main Activity ( 18 mins.) | |
| Can the classroom demonstrate jumping symmetrically as well as jumping asymmetrically? | |
| Consider the effect of run-up, use
of arms, bending the knees at take-off. Symmetrical jumping might include: Straight, star, tuck, straddle, pike jumps. Asymmetrical jumps might include: Jumps with twists and turns. |
|
| Attempt a variety of jumps for both distance and height. | Jumps must have control |
| How many different kinds of jumps
can you do ? |
There must be an awareness of space, particularly that which is being used for landing areas. |
| Combinations of symmetrical and asymmetrical jumps can be performed in pairs or individually. | All landings must be safely performed. |
| Show rolls that can be characterized
as symmetrical or asymmetrical in nature.
Forward rolls - symmetrical body shape |
Emphasis on the use of arms, Good opportunity to look at approach starting and finishing positions. |
| Develop on to taking the weight on hands and making : | |
|
Could be a partner activity with one teaching the other a sequence. Alternatively there could be a sequence of mirrored movement. |
| First symmetrical and then asymmetrical. | Safety implications as to where they will roll to as well as where they will jump. |
| Development of sequences can be made as complex or as simple as the teacher feels individual groups can cope with. | This is likely to be an area of continual development over a period of time culminating in the performance of a sequence that can be assessd against set critria and may not neccessarily be incorporated into this lesson. |
| Conclusion ( 2 mins.) | |
| Each child selects one jump that they will perform with a three step run up. Upon landing they must roll on the floor and remain perfectly still and quiet. Each movement must be either symmetrical or asymmetrical. | Revision of terminology and an emphasis on producing a finished product at the end of a lesson. |
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