ASSESSMENT RUBRIC

Objective: Balance on a balance beam while moving

Gymnastics Unit | Level 17

TECHNIQUE
Today we are going to learn how to balance on a balance beam while moving.

IMPORTANCE
Balancing on a balance beam while moving is important because it focuses your attention on staying level while in motion. Balancing increases your core strength, abdominal muscles and back muscles.

VOCABULARY
Balance: to hold steady.

When balancing on a balance beam while moving, it is important to:

PRACTICE

1. Set out four balance beams. I will divide the class into four teams. Line up single file behind your team’s balance beam. When I say, “GO!” the first person in line will walk across the balance beam. The next person cannot go until the person in front of him/her has finished. When you have finished, return to the back of the line and try again.

STORYLINE
Today we are playing Toupee II. In this game, you are grandpas and grandmas out for an evening stroll. Since many of you have lost your hair, you need to wear a toupee or wig hairpiece (beanbag). Your goal is to balance on a balance beam while moving across the nursing home without a gust of wind (fuzzy ball) blowing your toupee or wig off.

INSTRUCTIONS

• I will divide the class into teams of two – grandpas/grandmas and the gusts of wind.
• I will decide which team will go first.
• Before the game begins, line up on the baseline shoulder-to-shoulder with your toupee/wig on your head.
• When I say, “GO!”  the grandpas/grandmas will balance on the beams to the end of the nursing home and back, trying not to lose their toupee/wigs or get hit by a gust of wind.
• The wind cannot throw any fuzzy balls past the boundary cones and cannot enter the nursing home to retrieve balls during game.
• At the end of each game, the grandpas/grandmas will switch with the wind.

TEACHING TIPS

• Approach:
  • If grandpas/grandmas are staying too long at one end of the nursing home, consider using a 10-second countdown.
  • Gusts of wind should only be aimed at the shoulders and below.
• Student Role:
  • Have a student be a ball master and toss the fuzzy balls back to the wind.
• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • What is important to remember to help ensure good balance on the beam?
  • What can you do or say to encourage a classmate who is struggling to balance on the beam while moving?

STORYLINE
Today we are playing Pigeons on a Wire II. In this game, you are pigeons balancing on the telephone wire (balance beam). Your goal is to balance on the telephone wire while moving as the pigeon carrier passes letters (fuzzy ball) to you. 

INSTRUCTIONS

• I will divide the class into two teams.
• I will select a pigeon carrier for each team, and everyone else will be a pigeon.
• The pigeon carrier is the only person that is allowed to grab fuzzy balls from the hula-hoop.
• Before the game begins, line up side by side on your team's telephone wire.
• When I say, "GO!" the pigeon carriers will begin grabbing fuzzy balls to hand to their teammates to throw at the opposing team.
• If you are hit with a fuzzy ball, you lose a limb (leg or arm).
• Once you have lost all four limbs, you become a pigeon carrier.
• We will begin a new game when there is one team left.

TEACHING TIPS

• Approach:
  • Depending on class size, increase the number of pigeon carriers that start off each game.  
  • Depending on class size, divide the class into teams of four and rearrange the balance beams to form a square.   
• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • What is important to remember to help ensure good balance on the beam?
  • What can you do or say to encourage a classmate who is struggling to balance on the beam while moving?

STORYLINE
Today we are playing Lifeboats. In this game, you are stranded at sea and the only way to make it back to shore are your lifeboats (balance beams) and lifejackets (dots). Your goal is to balance on a lifeboat while moving and get your entire team to the shore.

INSTRUCTIONS

• I will divide the class into two teams.
• Each team will have two lifeboats and five life jackets.   
• When I say, “GO!” you must come up with a plan to get everyone across using the lifeboats and life jackets.
• You cannot fall into the ocean (step on the ground) at any point once you are past the boundary cones, but you can step on the lifeboats and lifejackets.
• You can pick up the lifeboats and lifejackets and place them in different positions to cross the ocean.
• If you fall into the ocean (step on the ground), you must start over.

TEACHING TIPS

• Approach:
  • Depending on class size, increase or decrease the amount of dots each team starts with.  
• ELL Accommodation: 
  • Post labeled pictures of skills and game play.
  • Partner with proficient English speakers for directions/modeling and reflections.
• SpEd Accommodation: 
  • Set individual goals for physical or behavioral modifications. 
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
• Reflection: 
  • What is important to remember to help ensure good balance on the beam?
  • What can you do or say to encourage a classmate who is struggling to balance on the beam while moving?